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ANALYSIS 


OF  THE 


ENGLISH  SENTENCE, 

DESIGNED  FOR  ADVANCED  CLASSES 
IN 

ENGLISH  GRAMMAR. 

BY  A.  S.  WELCH,  A.  M. 

PRINCIPAL  OF  MICHIGAN  STATE  NORMAL  SCHOOL. 
SECOND  EDITION. 


NEW  YORK: 
PUBLISHED   BY   A.    S.  BARNES   &  CO., 
51  JOHN  STREET. 

1856. 


Entered  according  to  Act  of  Congress,  in  the  Year  ^854, 
BY  A.  S.  BARNES  &  CO., 
in  the  Clerk's  Office  of  the  District  Court  of  the  United  States,  for  the  Southern 
District  of  New  York. 


JONES  &  DENYSE,  Stereotypers, 
183  William-street,  New  York. 


•  PREFACE, 


This  treatise,  designed  for  advanced  classes  in 
English  Grammar,  is  given  to  the  public  with  the 
hope  that  it  may  contribute  somewhat  to  the  philo- 
sophical study  of  our  language.  A  systematic 
analysis  of  the  English  Sentence,  should  hold  a 
prominent  rank,  merely  as  an  important  means  of 
mental  development.  In  this  respect  no  branch  of 
study  has  been  regarded  so  dry  and  sterile.  A 
few  years  ago  the  attainments  of  most  teachers  in 
grammar  were,  to  the  last  degree,  superficial,  and 
their  instructions  systematically  wrong.  The  student 
of  Kirkham  supposed  that  his  order  of  parsing 
exhausted  the  subject,  and  the  disciple  of  Murray 
knew  far  more  of  rules  than  relations.  English 
Grammar  became  distasteful  and  repulsive,  because 


4  PREFACE. 

it  furnished  no  genuine  mental  aliment.  A  hard 
nomenclature  and  a  host  of  numbered  rules  were 
obstacles  which  very  few  fairly  surmounted,  and 
young  pupils  turned  with  disgust,  from  mere  verbal 
recitations  which  gave  exercise  to  the  memory  only. 

But  we  are  happy  in  the  fact  that  this  state  of 
things  is  gradually  changing.  Led  by  eminent 
grammarians,  teachers  are  beginning  to  give  less 
attention  to  old  formulas,  and  more  to  the  philosophy 
of  language;  and  the  day  cannot  be  far  off  when 
a  thorough  knowledge  of  the  structure  of  the  English 
Sentence,  can  be  gained  from  English  grammars. 

If  the  following  system  shall  aid,  in  any  degree, 
so  important  a  reform,  its  object  will  be  accomplished. 
Its  principal  aim  is  to  remedy  the  defects  of  the  old 
grammars,  by  a  more  simple  and  just  classification. 
Accordingly,  we  have  changed  the  old  nomenclature 
whenever  it  was  inadequte  or  meaningless ;  yet  no 
innovations  have  been  made  without  the  most  serious 
and  urgent  reasons. 

In  completing  our  task,  we  have  been  influenced 
neither  by  a  love  of  novelty,  on  the  one  hand,  nor 
on  the  other,  by  a  foolish  attachment  to  time-honored 
errors. 


PREFACE. 


Whatever  is  new  in  our  system,  has  received  the 
unanimous  sanction  of  numerous  Teachers'  Institutes, 
and  the  entire  system  has  been  thoroughly  tested  by 
teaching  it  to  advanced  classes  in  the  State  Norma 
School. 

It  is  earnestly  hoped  that  every  Teacher  who 
peruses  this  work,  will  desire  to  find  the  truth,  rather 
than  a  confirmation  of  his  own  peculiar  views,  and 
that  he  will  condemn  no  part  without  a  careful 
examinatian  of  the  whole. 

We  gratefully  acknowledge  our  obligations  to  Mr. 
Sill,  of  the  State  Normal  School,  for  important  aid 
in  preparing  the  work  for  the  press,  and  we  give 
our  thanks  to  numerous  friends  who  have  kindly 
expressed  an  interest  in  its  publication. 

Michigan  State  Normal  School,  ) 
Ypsilanti.  J 


CONTENTS. 


INTRODUCTION. 

a    .    •  PAGE 

Synthesis  of  a  Sentence   13 

Analysis  of  a  Sentence   19 

CHAPTER  I. 

OF  GRAMMATICAL  ELEMENTS. 

Words   22 

Phrases   23 

Sentences  ,   25 

Connectives   27 

Co-ordinate  Connectives   27 

Secondary  Connectives.  u   30 

Essential  Elements  of  the  English  Sentence   33 

Synopsis  of  the  English  Sentence   34 

CHAPTER  II. 

OF  THE  SUBJECT. 

Noun  as  Subject   35 

The  Personal  Pronoun  as  Subject   36 

Forms  of  the  Personal  Pronoun  as  Subject   37 

Offices  of  It   33 

It  as  the   local   subject,   representing  Dependent  Nominal 

It  as  the  local  subject,  representing  Phrases   40 

Sentences  ,   41 

It  as  subject,  representing  an  Independent  Sentence   42 

Examples  of  it  as  local  subject  representing  a  Nominal  Phrase 

or  Sentence  . , . ,                                    m  t  43 


8 


CONTEXTS. 


PAGE 


Double  Pronoun  as  Subject,   34 

Intensive  Pronoun  as  Subject   45 

Relative  Pronoun  as  Subject   46 

Whoever   50 

Whichever  . .  . .  ;   50 

Whatever   51 

Interrogative  Pronoun  as  Subject   52 

Responsive  Pronoun  as  Subject   54 

Adjective  Pronoun  as  Subject   56 

Synopsis  of  the  Adjective  Pronouns   57 

This  and  That  .   57 

That   59 

One  and  Other   60 

Each   61 

Ones  and  Others   61 

None   61 

Both    62 

Either   62 

Neither   62 

Such,  Many,  and  Same.   62 

Former  and  Latter   63 

Imperfect  Participle  as  Subject   64 

Verb  Infinitive  as  Subject   64 

Dependent  Sentence  as  Subject   65 

CHAPTER  III. 

>  OF  THE  OBJECT. 

The  Object   66 

The  Nominal  Word  in  the  Objective  Relation   66 

Forms  of  the  Personal  Pronoun  in  the  Subjective  and  Objective 

Relation   67 

It  (the  local  object)  as  a  Pro-Phrase ,   68 

It  (local  object)  standing  for  a  Dependent  Sentence   68 

It  (as  object)  standing  for  an  Independent  Sentence   69 

The  Relative  Pronoun  as  Object  4 . . . .  70 

Object  composed  of  two  Nouns  ,   71 

Direct  and  Indirect  Object   72 

Nominal  Phrase  as  Object   73 

The  Participle  as  Object   74 


CONTENTS.  9 

Dependent  Nominal  Sentence  as  Object   ^75 

Independent  Sentence  as  Object   76 

CHAPTER  IV. 

OF   THE   COMPLEMENT   OF    A   NEUTER  SENTENCE. 

Noun  as  Complement.   73 

Pronoun  as  Complement   79 

Adjective  as  Complement   79 

Participle  as  Complement.   80 

Adnominal  Phrase  as  Complement    80 

Adnominal  Sentence  as  Complement.   81 

CHAPTER  V. 

OF    THE  VERB. 

Person  and  Number  of  the  Verb   84 

Mode                           ..... :\V^V/.V/^V/.'  85 

Participles  t   ^ 

Participles  of  the  Transive  Verb  Love   88 

Participles  of  the  Intransitive  Verb  Walk.  ................  89 

Tense   % 

Formation  of  the  Tenses  ^  gg 

Definition  of  the  Tenses   Q4 

Synopsis  of  the  Tenses  of  the  Verb  Talk   95 

Conjugation   g^ 

Conjugation  of  the  Regular  Verb  Turn   95 

Subjunctive  Mode   ^ 

Conjugation  of  the  Irregular  Verb  To-be   98 

Irregular  Verbs  m  

Synopsis  of  the  Verb  Abide                                                 _  103 

Synopsis  of  the  Verb  Come   103 

Synopsis  of  the  Verb  Do  m                               '  103 

Synopsis  of  the  Verb  Eat   104 

Synopsis  of  the  Verb  Give                                                    *  Xq4 

Synopsis  of  the  Verb  Go   10* 

Synopsis  of  the  Verb  See                                                    "  105 

List  of  Irregular  Verbs.  .  ,nc 

&   •  «   105 

Defective  Verbs  ,   ^ 

Unipersonal  Verbs ,    119 


10 


CONTENTS. 


CHAPTER  VI. 

OF  ADJUNCTS.  PAGE 

Adjuncts   H4 

Adnominal  Adjuncts   1 14 

Adjuncts  of  the  Subject   H4 

Adnominal  Words   114 

Synopsis  of  the  Personal  Pronouns  Possessive   116 

Comparison  of  Adjectives   120 

Imperfect  Participle  Active   123 

Imperfect  Participle  Neuter   123 

Perfect  Participle  Active    124 

Perfect  Participle  Neuter   124 

Perfect  Participle  Passive   125 

Adnominal  Phrases     126 

Essential  Element  a  Noun   126 

Essential  Element  a  Pronoun   127 

Essential  Element  a  Participle   128 

Essential  Element  a  Verb  Infinitive   131 

Adnominal  Sentences   132 

Adnominal  Sentences  connected  by  a  Relative  Pronoun,  133 

Sentence  in  Apposition   140 

Sentence  with  no  Connective  ,   141 

Adverbial  Adjuncts   141 

Adverbial  Words     142 

Comparison  of  Adverbs   143 

Adverbial  Phrases   143 

Essential  Element  a  Noun   143 

Essential  Element  a  Personal  Pronoun   144 

Essential  Element  a  Relative  Pronoun   144 

Essential  Element  an  Imperfect  Active  Participle   147 

Essential  Element  a  Perfect  Active  Participle   148 

Essential  Element  a  Neuter  Participle  followed  by  its 

Complement   148 

Phrase  without  Connective  +   149 

Essential  Element  another  Phrase   150 

Adverbial  Sentence.   152 

Adjunct  of  the  Object  of  a  Transitive  Sentence   154 

Adjunct  of  the  Complement  in  a  Neuter  Sentence   155 


CONTENTS.  1 1 

CHAPTER  VII. 

SUBJECT  OF   VERBS  INFINITIVE  AND  PARTICIPLES.  PAGE 

Subject  of  Verbs  Infinitive   158 

Subject  of  Participles   159 

CHAPTER  VIII. 

OBJECT  OF  VERBS  INFINITIVE  AND  TRANSITIVE  PARTICIPLES. 

Object  of  Transitive  Infinitives   161 

Object  of  Transitive  Participles  .   162 

CHAPTER  IX. 

LIMITATION   OF  WORDS. 

Adnominal  Words.  . .   164 

Adnominal  Phrases   168 

Adnominal  Sentence   Ill 

Adverbial  Words   174 

Adverbial  Phrases.   174 

Adverbial  Sentence   178 

Other  Adverbial  Adjuncts  „  178 

CHAPTER  X. 

INDEPENDENT  WORDS. 

Noun  Addressed.  , ..   180 

Interjections   181 

CHAPTER  XL 

Of  the  Complement  of  Words   183 

EXAMPLES  FOR  EXERCISE  AND  REVIEW. 

Exercises   186 

The  Fourth  Book  of  Pollok's  «  Course  of  Time."  t   207 

"  Winter,"  from  Thomson's  "  Seasons".   228 


ANALYSIS 


THE  ENGLISH  SENTENCE. 


INTRODUCTION. 

SYNTHESIS  AND  ANALYSIS  OF  A  SENTENCE. 

Synthesis,  as  a  method  of  instruction,  is  the  uniting 
of  elements  to  form  an  example  of  a  general  truth. 

By  a  process  of  synthesis,  we  take  elements  or 
single  things  and  join  them,  one  by  one,  until  we 
obtain  a  whole  which  constitutes  a  species.  Thus,  in 
mechanics,  we  put  together,  according  to  a  certain 
order,  various  wheels  and  levers,  and  a  machine  (a 
watch  for  instance)  is  the  result.  In  geometry,  we 
unite  individual  lines,  and  figure  is  the  consequence. 
In  orthography,  we  combine  the  elementary  sounds  to 
form  words. 

The  synthetical  process,  on  account  of  its  simplicity, 
is  the  best  method  of  giving  instruction  to  the  young. 
It  will  be  our  object  in  this  article,  to  show  how 


14  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

synthesis  can  be  applied  in  teaching  the  structure  of 
an  English  Sentence. 

Beginning  with  the  Subject  and  Verb,  we  will  unite 
successively  the  elements  of  which  a  sentence  is  com- 
posed. Let  us  select,  for  the  first  element,  the  word 
man.  Standing  thus  alone  this  word  has  its  widest 
signification.  We  will  make  it  the  subject  of  a  sen- 
tence by  uniting  it  with  another  word  which  shall 
declare  or  affirm  something  :  thus, — man  maintains. 
Here  the  word  man  is  made  the  subject  by  the  word 
maintains  ;  for  the  Subject  is  that  of  which  something  is 
declared  or  affirmed:  and  maintains  is  a  veeb  ;  for  a 
Verb  is  a  word  which  affirms  something  of  the  subject 

But  maintains  is  a  verb  transitive  or  such  a  verb  as 
requires  the  addition  of  another  element  to  complete 
the  sentence. 

This  element  is  called  the  Object 

Add  the  word  opinion,  and  we  have  the  three 
essential  elements  of  a  sentence,  viz.,  man  maintains 
opinion. 

A  Sentence  is  a  group  of  elements  expressing  a  thought 

As  the  sentence  before  us  makes  sense  in  itself,  we 
will  name  it  an  Independent  or  Principal  Sentence:  It 
is  also  transitive. 

A  Transitive  Sentence  is  one  whose  verb  is  transitive. 

But  farther,  the  words  in  the  example  before  us, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  lO 

as  it  now  stands,  have  their  most  unlimited  meaning, 
so  that,  as  yet  the  sense  is  very  indefinite.  The 
word  man  is  synonymous  with  mankind,  including  in 
its  meaning  the  whole  human  race.  The  verb  main- 
tains is  limited  only  by  its  object,  and  the  noun 
opinion  has  its  most  extensive  signification,  viz.,  any 
judgment  of  the  mind.  Now  we  can  limit  each  of  these 
elements  by  the  use  of  adjuncts,  so  as  to  make  the 
sentence  the  vehicle  of  a  distinct  and  definite  idea. 

An  Adjunct  is  a  word,  phrase,  or  sentence,  used  to  limit 
or  modify  a  word. 

If  the  word  A  be  placed  before  man,  as,  A  man,  its 
application  is  limited  from  the  whole  human  race,  to 
a  single  individual.  This  word  A,  is  therefore  an 
adjunct  and  moreover  an  adnominal  word. 

All  adjuncts  used  to  limit  or  modify  a  noun  or  pronoun, 
are  called  Adnominal  Adjuncts. 

The  subject  may  be  farther  limited  by  an  adjunctive 
phrase. 

A  Phrase  is  an  element  usually  composed  of  a  noun  or 
pronoun  and  its  connective. 

Let  the  noun  learning  be  the  essential  part  of  a 
phrase,  connected  to  the  subject  man,  by  the  word 
of;  thus,  A  man  OF  LEARNING:  of  learning  is  a  phrase 
used  to  limit  the  subject  man,  and  give  it  a  still  more 
definite  sense.  It  is  farther  an  Adnominal  Phrase 
because  it  is  connected  to  a  noun. 


16  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Attending  now  to  a  little  word  of,  we  find  that  it  is 
used  to  connect  the  adjunct  learning  to  the  word  man; 
it  is,  therefore,  called  a  secondary  connective. 

A  Secondary  Connective  connects  an  adjunctive  phrase 
or  sentence  to  a  word. 

Of  joins  a  phrase  to  a  noun,  and  is,  therefore,  an 
adnominal  connective. 

A  Secondary  Connective  is  Adnominal  when  it  connects 
a  phrase  or  sentence  to  a  noun  or  pronoun. 

The  subject  may  be  limited  still  farther.  We  have 
affected  its  meaning  by  two  adnominal  adjuncts,  viz., 
a  word  and  a  phrase.  We  will  now  employ,  for  the 
same  purpose,  an  adnominal  sentence.  Let  the  subject 
of  this  new  sentence  be  who ;  the  verb,  has  studied; 
and  the  object,  the  noun  subject,  which  we  will  limit 
by  the  adnominal  word  the,  and  there  results  the  sen- 
tence who  has  studied  the  subject.  Connect  this  sentence 
to  the  noun  man  by  the  word  who,  and  it  reads  as  fol- 
lows: A  man  of  learning  who  has  studied  the  subject: 
But  who  has  studied  the  subject,  since  it  does  not  make 
sense  alone,  is. a  dependent  sentence. 

A  Dependent  Sentence  is  one  which  does  not  make  sense 
in  itself. 

And  since  it  is  used  to  limit  a  noun,  it  is  an  adnomi- 
rial  sentence. 

A  Sentence  is  Adnominal  when  it  is  used  to  limit  a 
noun  or  pronoun. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  t7 

This  dependent  adnominal  sentence  is  also  transi- 
tive :  we  name  it,  therefore,  a  dependent  adnominal 
transitive  sen  ten ce. 

Attending  next  to  the  pronoun  who,  we  perceive 
that  it  not  only  performs  the  office  of  a  subject,  but 
also  connects  the  sentence  who  has  studied  the  subject, 
to  its  antecedent. 

A  Relative  Pronoun  always  connects  the  sentence  in 
which  it  stands,  to  its  antecedent,  and  is  therefore  always 
a  secondary  adnominal  connective. 

We  have  now  limited  the  subject  of  the  indepen- 
dent sentence  by  three  adnominal  adjuncts,  viz.,  a 
word,  a  phrase,  and  a  sentence. 

The  verb  maintains,  also,  may  be  limited  by  similar 
adjuncts : 

First ;  by  a  word,  as,  promptly  maintains. 

Secondly;  by  a  phrase.  Let  the  noun  confidence 
constitute  the  essential  part,  and  with,  its  connective : 
thus,  maintains  promptly  and  with  confidence:  here 
promptly  is  an  adverbial  word,  and  with  confidence, 
since  it  limits  a  verb,  is  an  adverbial  phrase. 

An  Adverbial  Adjunct  is  a  word,  phrase,  or  sentence, 
which  limits  any  word  which  an  adverb  may  qualify. 

The  word  and,  since  it  connects  two  elements  of 
the  same  kind,  {promptly  AND  with  confidence^)  is  called  a 
co-ordinate  connective. 

A  Co-ordinate  Connective  connects  similar  elements  in 
the  same  grammatical  relation. 


Ib  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

In  the  adverbial  phrase,  with  connects  the  adjunct 
confidence  to  the  word  maintains.  It  is  therefore  a 
secondary  connective,  and  because  it  connects  confidence 
to  a  verb,  it  is  called  a  secondary  adverbial  connective. 

Thus  modified  the  sentence  reads,  as  follows:  A 
man  of  learning  who  has  studied  the  subject,  maintains 
promptly  and  with  confidence  opinion.  The  object 
opinion  is  still  indefinite.  We  may  limit  its  signifi- 
cation, first,  by  an  adnominal  word,  as  the  opinion; 
secondly,  by  a  sentence  in  apposition.  Select  for  the 
subject  of  this  new  sentence,  the  noun  Francis;  for 
the  verb,  was ;  for  a  noun  in  the  predicate,  author  ; 
and  we  have  a  neuter  sentence,  viz.,  Francis  was  author. 

A  Neuter  Sentence  is  one  tohose  verb  must  be  followed 
by  an  adjunct  of  the  subject  to  complete  the  predicate. 

Let  author  be  limited  by  the  adnominal  word  the, 
and  also  by  the  adnominal  phrase  of  letters,  and  there 
results  the  expression  the  author  of  letters.  Of  is  a 
secondary  adnominal  connective,  because  it  connects 
an  adjunct  to  a  noun. 

If  we  limit  the  noun  letters,  by  the  possessive  adno- 
minal word  Junius,  we  have  the  expression  the  author 
of  Junius'  letters.  The  sentence  now  stands  thus, 
Francis  ivas  the  author  of  Junius'  letters.  This  sentence 
may  be  connected  to  opinion  by  the  word  that,  as 
follows  :  the  opinion  that  Francis  teas  the  author  of 
Junius'  letters.    From  a  preceding  definition,  it  is  now 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  19 

a  dependent  adnominal  sentence,  and  the  word  that  which 
connects  it  to  opinion,  is  a  secondary  adnominal  connec- 
tive. 

Modified  in  this  manner,  the  independent  sentence 
now  stands,  as  follows  :  A  man  of  learning  who  has 
studied  the  subject,  maintains  promptly  and  with  confi- 
dence, the  opinion  that  Francis  was  the  author  of  Junius' 
letters. 

_ 

Analysis  is  the  opposite  of  synthesis. 

As  a  method  of  instruction,  it  consists  in  separa- 
ting, one  by  one,  the  parts  of  which  any  whole  is  com- 
posed, for  the  purpose  of  showing  their  nature,  their 
relations  to  each  other,  and  how  they  are  united  to 
form  the  whole  under  consideration. 

Thus,  if  we  exhibit  the  structure  of  a  watch  by 
separating  its  wheels,  one  by  one,  and  pointing  out 
their  relation  to  each  other,  we  use  the  analytical 
method  of  instruction. 

In  grammar,  analysis  consists  in  resolving  a  sen- 
tence, by  a  regular  method,  into  its  elements,  and 
showing  their  various  relations. 

Take,  for  example,  the  sentence  which  we  have 
formed  synthetically. 

A  man  of  learning  who  has  studied  the  subject,  main- 
tains, promptly  and  with  confidence,  the  opinion,  that 
Francis  was  the  author  of  Junius'  letters. 

The  method  is,  as  follows  : 


20  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

The  subject  of  the  independent  sentence  is  man, 
because  it  is  that  of  which  something  is  affirmed. 

Maintains  is  the  verb — a  word  that  affirms  something 
of  the  subject 

Opinion  is  the  object,  used  to  complete  the  sense  of 
the  transitive  verb  maintains. 

The  sentence  mart  maintains  opinion,  is  an  inde- 
pendent transitive  sentence  —  independent  —  it  makes 
sense  in  itself;  transitive — it  requires  the  addition 
of  an  object  to  complete  the  sense  of  the  verb. 

Has  the  subject  any  adjuncts'! 

The  subject  is  limited  by  three  adjuncts. 

First ;  by  A — an  adnominal  word. 

Secondly  ;  by  of  learning — an  adnominal  phrase. 
The  word  of  connecting  the  noun  learning  to  man,  is  a 
secondary  adnominal  connective. 

Thirdly;  by  a  sentence.  Subject— who ;  verb — 
has  studied;  object — subject — a  dependent  sentence— it 
does  not  make  sense  in  itself;  adnominal — it  limits 
a  noun  ;  transitive — it  requires  an  object.  We  name 
it,  therefore,  a  dependent,  transitive,  adnominal  sen- 
tence. The  subject  and  verb  have  no  adjuncts:  the 
object  is  limited  by  the — an  adnominal  word:  who 
is  not  only  the  subject  but  also  connects  the  sen- 
tence ivho  has  studied  the  subject  to  man.  It  is  then 
a  secondary  adnominal  connective. 

A  Relative  Pronoun  always  connects  the  sentence  in 
which  it  stands,  to  its  antecedent. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  21 

We  have  now  found  by  analysis,  that  the  subject  is 
limited  by  three  adnominal  adjuncts,  viz.,  a  word,  a 
phrase,  and  a  sentence. 

What  are  the  adjuncts  of  the  verb? 

The  first  is  an  adverbial  word— promptly. 

The  second  is  the  phrase  with  confidence,  called 
adverbial  because  it  limits  a  verb.  The  word  and 
which  connects  the  two  elements  promptly  and  with 
confidence,  is  a  co-ordinate  connective,  since  it  connects 
adjuncts  in  the  same  grammatical  relation.  With  is  a 
secondary  adverbial  connective  joining  its  phrase  to  the 
verb  maintains. 

What  are  the  adjuncts  of  the  object? 

The  first  is  the — an  adnominal  word. 

The  second  is  a  sentence  in  apposition  ;  connective 
— that ;  subject — Francis;  verb — was  ;  adjunct  in  the 
predicate — author :  A  dependent,  neuter,  adnominal  sen- 
tence. 

That  is  a  secondary  adnominal  connective  uniting 
the  sentence  Francis  ivas  author,  to  the  noun  opinion. 

The  adjuncts  of  the  noun  in  the  predicate,  are — 

First ;  the — an  adnominal  ivord. 

Secondly,  the  adnominal  phrase  of  letters,  connected 
to  author  by  the  secondary  adnominal  connective  of. 

Junius  is  an  adnominal  word  limiting  letters. 


22 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


CHAPTER  I. 

OF  GRAMMATICAL  ELEMENTS. 

1.  A  Grammatical  Element  is  a  a  word  or  group  of 
words  which  performs  a  distinct  office  in  language. 

2.  the  English  Language  has  three  Elements :  the 
wordy  the  phrase,  and  the  sentence. 

OF  WORDS. 

3.  A  "Word  is  an  articulate  sound  or  a  combination  of 
articulate  sounds  represented  by  letters  and  forming  the 
simplest  grammatical  element. 

4.  A  Word,  when  used  as  one  of  the  parts  which 
are  indispensable  in  forming  a  sentence,  is  called  an 
essential  element  of  the  sentence. 

Examples  : — God  created  the  Heavens. 
He  takes  exercise. 

5.  When  a  word  is  joined  by  a  connective  to 
another  word  which  it  limits,  it  is  called  the  essential 
element  of  a  phrase. 

Examples  : — Man  in  trouble. 

Sailor  at  home. 
Placed  on  account. 
Send  to  him. 

Note.— Trouble,  home,  account,  and  him  are  the  essential  elements 
of  phrases. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  23 

6.  The  essential  element  of  a  phrase  is  always  either 
a  noun  or  some  substantive  element. 

7.  When  one  word  is  used  to  limit  or  modify 
another,  it  is  called  an  adjunct  of  the  word  which  it 
limits. 

8.  As  an  adjunct,  a  word  is  either  adnominal  or 
adverbial. 

9.  An*  Adnominal  Word  limits  a  noun  or  pronoun. 

Examples  : — Good  men. 

Webster's  Works. 
Rolling  Suns. 
Peter  the  Hermit. 

10.  The  adnominal  word  must  be  a  n  oun  or  pronoun 
possessive,  a  noun  in  apposition,  an  adjective,  or  a  par- 
ticiple. 

11.  The  Adverbial  Word  or  Adverb  limits  a  verb,  a 
participle,  an  adjective,  or  another  adverbial  word. 

Examples  : — The  condemned  received  his  sentence  quite  calmly. 
A  very  swift  horse. 
He  fell  fighting  valiantly. 

12.  When  a  word  is  employed  to  unite  the  elements 
of  language,  it  is  called  a  connective. 

OF  PHRASES. 

18.  A  Phrase  is  an  element  composed  of  a  noun  or 

*  The  term  Adnominal  applies  to  all  the  elements  that  limit  a  noun  or  pronoun. 
The  necessity  of  a  new  term  for  this  purpose,  will  appear  hereafter. 


24  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

pronoun  and  its  connective,  and  generally  used  to  limit 
a  zuord.  A  phrase  composed  of  a  verb  infinitive  and 
its  connective,  is  frequently  made  the  subject  of 
a  sentence  or  the  object  of  a  transitive  verb  or  par- 
ticiple. 

Note. — When  the  verb  infinitive  or  participle  beeomes  the  essential 
element  of  a  phrase,  it  is  a  verbal  noun. 

14.  Phrases  are  nominal,  adnominal,  or  adverbial. 

15.  A  Phrase  which  is  the  subject  of  a  sentence  or 
the  object  of  a  transitive  verb  or  participle,  is  called  a 
Nominal  Phrase. 

Examples  : — To  retreat  was  death. 

The  captive  chose  to  die. 
Wishing  to  succeed. 

Note. — The  essential  element  of  a  nominal  phrase  is  always  a  verb 
in  the  infinitive  mode. 

16.  A  Phrase  which  limits  a  noun  or  pronoun,  is 
called  an  Adnominal  Phrase. 

Examples  : — Men  of  rank. 

Girls  at  home. 
Who  of  you  ? 
One  with  them. 

17.  A  Phrase  limiting  a  verb,  adjective,  participle  or 
adverbial  ivord,  is  called  an  Adverbial  Phrase. 

Examples  : — Come  with  me. 

We  took  him  on  trust. 
Clin  gin  g  to  life. 
Dead  in  sin 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


25 


OF  THE  SENTENCE. 

18.  A  Sentence  is  a  group  of  elements  expressing 
a  thought  It  consists  of  either  two  or  three  ele- 
ments, the  number  depending  on  the  nature  of  the 
verb. 

19.  Sentences  are  transitive,  intransitive,  or  neuter. 

20.  A  Transitive  Sentence  is  composed  of  three 
elements,  viz.,  subject,  the  verb  transitive,  and  the 
object 

Examples  : — God  created  man. 

The  farmer  ploughs  his  fields. 

21.  An  Intransitive  Sentence  is  composed  of  two 
elements,  viz.,  the  subject  and  a  verb  intransitive. 

Examples  : — Trees  grow.  Clouds  fly.  We  live. 

22.  A  Neuter  Sentence  is  composed  of  three  ele- 
ments, viz.,  the  subject,  the  verb  neuter,  and  an  adjunct 
of  the  subject  in  the  predicate. 

Examples  : — William  is  studious.  The  stranger  was  dying 

Note. — The  Predicate  is  that  which  is  affirmed  of  the  subject.  In  the 
transitive  sentence,  it  is  made  up  of  the  verb  and  its  object :  in  the 
intransitive  sentence,  it  is  merely  the  verb ;  in  the  neuter  sentence, 
it  includes  the  verb  and  an  adjunct  of  the  subject.  The  verb  of  the 
neuter  sentence  is,  usually,  some  variation  of  the  neuter  verb  to  be. 
Careful  distinction  should  however  be  made  between  the  neuter  verb 
to  be}  and  the  neuter  sentence,  as  the  latter  may  contain  any  verb 
whose  sense  is  completed  by  an  adjunct  of  the  subject. 

Examples  : — William  seems  studious. 

Note. — The  verb  to  be  is  sometimes  intransitive,  denoting  existence 
simply. 

_  Example  : — God  is. 


26 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


23.  Sentences  are  either  independent  or  dependent 

24.  An  Independent  Sentence  is  one  which  makes 
complete  sense  in  itself. 

Examples  : — Homer  wrote  the  Iliad. 

Caesar  subdued  Gaul. 
Go  thou. 

The  sense  of  these  sentences  is  complete  as  they 
stand. 

25.  A  Dependent  Sentence  is  one  that  does  not 
make  sense  in  itself  but  depends  upon  the  word  which 
it  limits. 

Examples  : — Printing  was  unknown  when  Homer  wrote  the  Iliad.  The 
Sentence  Homer  wrote  the  Iliad,  is  rendered  dependent  by 
the  word  when  which  connects  it  to  unknown. 
If  I  go. 

Though  he  falls. 

Unless  they  perform  their  promise. 

26.  Dependent  sentences  are  nominal,  adnominal,  or 
adverbial. 

27.  A  dependent  sentence  is  nominal  when  used 
as  the  subject  of  a  sentence  or  the  object  of  a  transi 
tive  verb  or  participle. 

Examples  : — That  you  have  wronged  me  doth  appear  in  this. 

A  messenger  came  saying  that  the  army  was  defeated. 

I  say  that  you  are  wrong. 

28.  A  dependent  sentence  is  adnominal  when  em- 
ployed to  limit  a  noun  or  pronoun. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  27 

Examples  : — He  who  runs,  may  read.  Who  runs  is  used  to  limit  the 
pronoun  he ;  it  is,  therefore,  a  dependent  adnominal 
sentence. 

The  fact  that  a  theft  was  committed,  was  evident. 

29.  A  dependent  sentence  is  adverbial  when  em- 
ployed to  limit  a  verb,  a  participle,  an  adjective,  or 
an  adverbial  word. 

Examples  : — Rise  when  the  day  dawns. 

There  where  all  are  free. 
Fierce  as  a  tiger  (is  fierce.) 

He  appeared  fighting  where  his  enemies  were  thickest. 

OF  CONNECTIVES. 

30.  Connectives  are  words  which  unite  the  elements 
of  language. 

31.  Connectives  are  either  co-ordinate  or  secondary. 

32.  A  Co-ordinate  Connective  unites  elements  in  the 
same  grammatical  relation. 

33.  A  co-ordinate  connective  may  connect  two  or 

more  nouns  which  are  subjects  of  the  same  sentence. 

Examples  : — Men,  women,  and  children  trudged  on  together. 
The  father  and  the  son  are  alike  guilty. 

Note. — When  a  co-ordinate  connective  unites  more  than  two  ele- 
ments it  usually  stands  between  the  last  two. 

34.  A  co-ordinate  connective  may  unite  two  or  more 

nouns  which  are  objects  of  the  same  verb. 

Examples  : — God  created  the  Heavens  and  the  Earth. 

I  have  forsaken  friends,  kindred,  and  country. 


28  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

34.  A  co-ordinate  connective  may  connect  two  or 

more  verbs  having  the  same  subject 

Examples      The  noble  animal  reared,  sprang  forward,  and  cleared  the 
ditch. 

The  Athlete  will  fight,  box,  or  wrestle. 

35.  A  co-ordinate  connective  may  connect  two  or 

more  adnominal  words  limiting  the  same  noun  or  pro- 
noun. 

Examples  : — A  man  pious  and  plain. 

Wearied  but  not  disheartened  we  followed  the  guide. 

He  died  exiled,  deserted,  and  disgraced. 

A  soldier  listed  in  Messiah's  band  yet  giving  quarter  to 

Abaddon's  troops. 
Gentle  yet  not  dull. 

Hear  what  they  were,  the  progeny  of  Sin,  alike  and  oft 
combined  but  differing  much  in  mode  of  giving  pain. 

36.  A  co-ordinate  connective  may  connect  two  or 
more  adverbial  words. 

Examples  : — Slowly  and  sadly  we  laid  him  down. 

They  have  done  this  not  hastily,  nor  rashly,  nor  unad- 
visedly. 

They  fought  like  brave  men  long  and  well. 

37.  A  co-ordinate  connective  may  unite  two  or  more 

nominal  phrases  which  are  subjects  of  the  same  sentence  or 
objects  of  the  same  verb  or  participle. 

Examples  :•— The  mountebank  pretends  to  foretell  events  and  to  heal 
diseases. 

Desiring  to  defeat  his  enemies  and  to  extend  his  do- 
minion. 


ANALYSIS  OP  THE  ENGLISH  SENTENCE.  29 

38.  A  co-ordinate  connective  may  connect  two  or 
more  adnominal  phrases  limiting  the  same  noun  or  pro- 
noun. 

Examples  : — Do  you  choose  enmity  with  God  or  with  man  1 
A  desire  to  gain  honor  and  to  win  applause. 

39.  A  co-ordinate  connective  often  connects  two  or 
more  adverbial  phrases  in  the  same  construction. 

Examples  : — Her  sister  plants  in  their  own  clime,  around,  the  stream 
and  by  the  fount,  bore  fruit  of  perfect  relish. 
At  this  same  hour  and  on  this  spot,  ten  years  ago,  I 

addressed  you. 
With  radiant  glory  and  with  honor  crowned. 

40.  A  co-ordinate  connective  may  connect  two  or 
more  dependent  nominal  sentences  which  are  subjects  of 
the  same  sentence  or  objects  of  the  same  verb  or  participle. 

Examples  : — William  well  knew  that  the  crown  must  ultimately  descend 
to  him,  and  that  he  should  receive  it  unimpaired. 

A  messenger  came  saying  that  the  chief  was  dead,  and  that 
his  wife  was  distracted  with  grief. 

I  do  not  know  whence  he  comes  nor  where  he  dwells. 

41.  A  co-ordinate  connective  may  connect  two  or 
more  dependent  adnominal  sentences  limiting  the  seme 
noun  or  pronoun. 

Examples  :— He  reported  the  news  that  the  ship  was  lost  and  that  all 
the  passengers  were  drowned. 
The  room  where  he  wrote  and  where  he  received  his  friends. 


42.  A  co-ordinate  connective  may  connect  two  or 


30 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


more  dependent  adverbial  sentences  limiting  the  same 
word. 

Examples  :— Come  when  the  blessed  seals  that  close  the  pestilence  are 
broke  and  crowded  cities  wail  its  stroke. 
Let  us  strive  to  live  as  God  directs  and  conscience  dictates. 

43.  A  co-ordinate  connective  may  connect  two  or 
more  independent  sentences. 

Examples  : — Thus  said  the  father,  and  the  son  beloved  arose  resplendent 
with  divinitv. 
The  Queen  smiled  but  the  King  frowned. 
Shaftsbury  argued  for  the  bill,  Halifax  chiefly  conducted  the 
debate  against  it,  and  his  speeches  showed  great  capacity. 

OF  SECONDARY  CONNECTIVES. 

44.  A  Secondary  Connective  is  a  word  which  unites 
a  phrase  or  a  dependent  sentence  to  the  ivord  tvhich  it 
limits. 

Examples  : — A  man  of  honor. 

A  desire  to  live. 
He  who  perseveres. 

The  bandit  approached  the  place  where  we  stood. 

45.  Secondary  connectives  are  either  adnorninal  or 
adverbial. 

46.  A  secondary  connective  is  called  adnorninal 
when  it  connects  a  phrase  or  a  dependent  sentence  to 
a  noun  or  pronoun. 

47.  A  secondary  adnorninal  connective  may  con- 
nect an  adnorninal  phrase  to  the  noun  or  pronoun  which 
it  limits. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


SI 


Examples  : — The  field  of  blood. 

A  judge  in  court. 

An  agreement  in  writing. 

A  wish  to  improve. 

A. determination  to  succeed. 

48.  A  secondary  adnominal  connective  may  con- 
nect an  adnominal  sentence  to  the  noun  or  pronoun  which 
it  limits. 

Examples  : — A  rumor  that  all  was  lost  came  to  our  ears. 

The  fact  that  our  guide  was  a  scoundrel  was  at  last 
proved. 

u  The  captive  prophet  whom  Jehovah  gave 
The  future  years  described  it  best." 
A  plain  slab  marks  the  spot  where  he  sleeps. 
"  Knowest  thou  the  land  where  the  cypress  and  myrtle 
Are  emblems  of  deeds  that  are  done  in  their  clime*" 

49.  A  secondary  connective  is  called  adverbial  when 
it  connects  a  phrase  or  dependent  sentence  to  a  verb, 
adjective,  participle,  or  adverb. 

Examples  : — Let  me  die  where  my  fathers  died. 

He  groaned  with  unutterable  anguish. 
The  tower  tottered  under  the  weight. 
The  workmen  struck  for  higher  wages. 

50.  A  secondary  adverbial  connective  may  connect 
an  adverbial  phrase  to  the  word  which  it  limits. 

Examples  : — The  earth  abounded  much  in  silent  waste. 

A  seraph  kneeled  beseeching  for  his  ward. 
Good  for  nothing. 
Conflicting  against  itself. 
By  his  own  hand  he  fell. 
Striving  for  the  mastery 


82 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


51.  A  secondary  adverbial  connective  may  unite  a 
dependent  adverbial  sentence  to  the  word  which  it  limits. 

Examples  : — After  the  storm  had  ceased  we  found  the  shore. 

When  youth  complained  the  ancient  sinner  shook  his  hoary 
head. 

It  shall  be  done,  for  the  mouth  of  God  hath  spoken  it. 
The  fruit  was  so  delicious  that  it  melted  in  the  mouth. 

52.  A  secondary  adverbial  connective  may  connect 
a  nominal  phrase  or  sentence  to  a  transitive  verb  or  partici 
pie  ofiuhich  it  is  the  object 

Examples  : — Peter  denied  that  he  knew  his  Lord. 

The  old  man  predicted  when  it  would  rain. 
The  broken-hearted  sufferer  desired  to  die. 
He  did  not  understand  why  J  did  it. 


ANALYSIS  OF  THE  ENGLISH*  SENTENCE. 


33 


Independent 


All  sentences  are  < 


Transitive, 
Intransitive  or 
Neuter. 

(  Transitive, 


v.  Dependent. 


Intransitive 


Neater. 


Nominal, 
Adnominal  or 
Adverbial. 
Nominal, 
Adnominal  or 
Adverbial. 
Nominal, 
Adnominal  or 
Adverbial. 


ESSENTIAL  ELEMENTS  OF  THE  ENGLISH  SENTENCE. 


Transitive. 

Intran 

sitive. 

Neuter. 

Subject.  ■ 

|  Word, 
Phrase, 
Sentence. 

Subject.  | 

Word, 

Phrase, 

Sentence. 

Subject.  - 

Word, 

Phrase, 

Sentence. 

Verb. 

Word. 

Verb. 

Word. 

Verb. 

Word. 

Object. 

'  Word, 
Phrase, 
Sentence. 

Adjunct  ( 
in 

Predicate  ( 

Word, 

Phrase, 

Sentence. 

Adjuncts 

may  be  s 
classed  as 


Words, 


Phrases, 
and 


Adnominal  \ 


or 

f  Adverbial. 


hen  limiting  a  noun  or 
'onoun. 

When  limiting  a  verb,  adjec- 
iive,  participle,  or  adverb 


When  limiting  a  noun  or  pro- 
noun. 


i  Adnominal  | 

I  Adverbial.  5   When  limiting  a  verb  parti 
(      ciple,  adjective,  or  adverb. 


\  Sentences. 


Adnominal  < 


When  limiting  a  noun  or  pro- 
noun. 


Adverbial,  i  When  limiting  a  verb,  parti. 

\      ciple,  adjective,  or  adverb. 


All  connec- 
tives are 


Co-ordinate 
or 

Secondary. 


Adnominal, 
or 

Adverbial 


■I 


When  they  connect  to 
a  noun  or  pronoun. 

When  they  connect  to 
a  verb,  participle, 
adjective,  or  adverb. 


2* 


ANALYSIS  OE  THE  ENGLISH  SENTENCE. 


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ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


35 


CHAPTER  II. 

OF  THE  SUBJECT. 

1.  The  Subject  of  a  sentence  is  an  element  of  which 
something  is  asserted  affirmed,  or  expressed. 

In  the  example, 

"  Before  Granada's  fated  walls  the  Spanish  army  lay," 

army  is  the  word  of  which  something  is  affirmed,  and 
lay  is  the  word  that  affirms  it. 

2.  The  subject  may  be  a  word,  a  phrase,  or  a  sen- 
tence. 

Examples  : — The  Creator  loves  his  creatures. 
To  err  is  human. 

That  James  was  a  tyrant,  appears  from  his  acts. 

3.  Any  element  used  as  the  subject  of  a  sentence  is 
called  nominal. 

4.  A  nominal  word,  used  as  the  subject  of  a  sen- 
tence, may  be  a  noun,  a  pronoun,  or  a  participle. 

5.  One  or  more  nouns  may  be  used  as  the  subject 
of  a  sentence. 

Examples  : — The  vessel  cleaves  the  wave. 

The  night  and  the  storm  are  upon  us. 

Note  (a). — Since  the  properties  of  nouns  are  well  known  to  the  ad- 
vanced pupil,  we  shall  not  dwell  upon  them.  In  denning  these  properties, 


36 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


the  word  case  is  superfluous.  It  adds  to  the  nomenclature  of  grammar 
without  giving  any  aid  in  studying  the  construction  of  the  language. 
Case  is  a  change  in  the  termination  or  form  of  a  noun  or  pronoun,  to 
indicate  a  change  of  relation  to  other  words.  Now,  in  English,  the 
noun  has  no  change  of  termination  except  to  show  the  possessive 
relation.  But  the  apostrophe  (')  or  the  apostrophic  ('s,)  which  indicates 
the  relation  of  ownership,  renders  the  noun  possessive  the  adjunct  of  the 
noun  possessed.  "We  have,  therefore,  classed  it  with  the  adjuncts  of  the 
noun  and  pronoun.  The  words  subject  and  object  fully  express  the  rela- 
tions of  a  noun  as  the  subject  of  a  sentence  or  the  object  of  a  transitive 
verb  or  a  participle. 

6.  The  subject  does  not  always  stand  before  the 
verb.    Frequently  the  usual  order  is  inverted  for 

poetic  measure j  euphony,  or  vivacity. 

Examples  : — All  golden  is  the  plain  with  wheat. 

"  When  like  a  crag  down  Apennine 
Rushed  Auster  through  the  fray." 

7.  The  subject  may  be  a  pronoun  personal,  relative,  or 
adjective. 

Examples  : — /write. 

The  stone  which  was  torn  from  the  mountain. 
Many  obeyed  the  command. 

THE  PERSONAL  PRONOUN  AS  SUBJECT. 

8.  The  Personal  Pronoun  is  called  personal  because 
its  form  is  varied  to  indicate  the  person  of  the  noun 
for  which  it  stands.  If,  for  example,  the  noun  rep- 
resented is  the  person  speaking,  the  pronoun  /  will  not 
only  stand  for  it,  but  will  also  indicate  that  it  is  the 
first  person.  So  thou  and  you  invariably  stand  for  the 
names  of  the  persons  addressed,  thus  indicating  that  the 
nouns  represented  are  in  the  second  person. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


37 


9.  The  pronouns  thou  and  you  represent  nouns  in 
both  genders.  No  change  in  the  form  of  the  word, 
is  necessary  to  show  distinction  of  sex,  since  the  ob- 
jects are  present  and  supposed  to  be  known ;  but  the 
objects  represented  by  the  pronouns  of  the  third  person, 
are  for  the  most  part  absent ;  hence  the  necessity  that 
these  pronouns  should  show  not  only  the  person  of 
the  noun  but  also  its  gender.  From  this  necessity 
have  arisen  the  forms  he,  she,  and  it. 

10.  In  other  respects  the  personal  pronoun  is  very 
convenient  on  account  of  its  flexibility.  The  forms,  I, 
thou,  he,  she,  it,  him,  her,  &c,  represent  nouns  in  the 
singular  number,  but  if  the  noun  represented  be  plural, 
we  have  the  forms  we,  you,  they,  them.  If  the  pronoun 
becomes  the  subject  of  a  sentence,  we  use  one  of  the 
forms  I,  thou,  he,  she,  it,  if  singular ;  and  we,  ye,  or  you, 
they,  if  plural.  But  if  the  pronoun  becomes  the  object, 
we  have  one  of  the  forms  me,  thee  or  you,  him,  her,  it, 
if  singular  ;  and  us,  you,  them,  if  plural. 

11.  The  personal  pronoun  then  shows  four  prop- 
erties by  change  of  form,  viz: — person,  number, 
gender,  and  its  relation  to  other  words  in  the  sen- 
tence. On  account  of  this  last  property  it  may  be 
said  to  have  case. 

12.  FORMS  OF  THE  PERSONAL  PRONOUN  AS  SUBJECT. 

First  Person.  Second  Person.  Third  Person , 

Masc.  or  Fern,  Masc.  or  Fern,  Ma^c.    Fem.  Neut. 

Singular,       I.  Thou  or  You.  He.    She.  It. 

Plural.  We.  You  or  Ye.  They.  They.  They. 


38 


ANALYSTS  OF  THE  ENGLISH  SENTENCE. 


Examples  :— I  shall  walk. 

We  are  fatigued. 
Thou  art  holy. 
Ye  are  sinful. 
You  can  succeed. 
You  will  all  perish. 
She  excels  in  music. 
It  is  falling. 
They  are  ripe. 

13.  Pronouns  of  the  first  and  second  person  generally 
stand  for  a  noun  suppressed. 

14.  Tliou  and  its  variations  are  obsolete  except  in 
poetry  and  solemn  style. 

15.  You  is  not  changed  in  form  to  express  gender 
or  number. 

16.  They  is  the  common  plural  for  he,  she,  and  it, 
and  may,  consequently,  stand  for  a  noun  plural  of  the 
masculine,  feminine,  or  neuter  gender. 

17.  Neuter  nouns  in  the  singular  are  always  rep- 
resented by  the  pronoun  it.  But  the  word  it  is  not 
always  a  neuter  pronoun.  This  little  word  performs 
many  distinct  offices  in  the  language  as  shown  by  the 
following  examples. 

18.  OFFICES  OF  IT:— 

It  is  I. 

(a.)  It  stands  for  7J  a  pronoun  of  the  first  person 
and  singular  number. 

It  was  they. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  39 

(b.)  It  stands  for  they,  a  pronoun  of  the  third  per- 
son, plural  number. 

It  was  the  old  warrior. 

(c.)  It  stands  for  warrior,  a  noun,  third  person, 
singular  number. 

It  was  the  Indians. 

(cl)  It  represents  Indians,  a  noun,  third  person, 
plural  number. 

19.  Thus  It  may  represent  any  one  of  the  personal 
pronouns,  or  nouns  of  any  gender,  and  number. 

Examples  : — Who  is  it  ? 

It  was  she. 
//  is  they. 

"Was  it  the  soldiers? 

I  did  not  say  it  was  you. 

In  all  these  cases,  it  is  singular  in  form. 

20.  It  may  also  be  the  subject  of  verbs  which  indi- 
cate the  operations  of  nature. 

Examples  : — It  rains. 

It  snows. 
It  lightens. 
It  thunders. 

21.  Since  the  pronoun  it  in  these  sentences  stands 
for  no  determinate  word,  it  may  be  called  an  indeter- 
minate pronoun.  The  verbs  before  which  it  stands, 
being  always  in  the  third  person  singular,  are  called 
unipersonal  verbs. 


40 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


22.  It  is  often  used  as  an  expletive  word,  as : — ■ 
li  They  lorded  it  over  God's  heritage." 

23.  Often  the  noun  represented  by  it  is  some  gen- 
eral word. 

Examples  :— It  is  cold — i.  e.  the  weather. 

I  did  not  suppose  that  it  would  turn  out  thus— i.  e.  the 
affair. 

It   as   the   local  subject  representing  one  or  more 

PHRASES. 

24.  It  is  often  the  local  subject  of  a  sentence  when  it 
represents  one  or  more  nominal  phrases  which  follow 
the  verb  and  constitute  its  true  subject 

It  is  joy  to  muse  the  page. 

(a.)  It  is  here  the  heal  subject  standing  for  the  phrase 
to  muse  which  is  the  true  subject.  It  is  consequently  a 
pro-phrase. 

This  is  a  work  which  it  is  beyond  the  power  of  man  to 
perform. 

(b.)  It,  the  local  subject,  is  a  pro-phrase  representing 
the  true  subject  to  perform.  This  may  be  seen  by  in- 
verting the  order  of  the  sentence. 

This  is  a  work  to  perform  which  is  beyond  the  power  of  man. 

Example  :— It  is  a  difficult  feat  to  stand  on  one  foot  and  keep  one's  po- 
sition on  the  saddle,  while  the  horse  is  at  full  speed. 

25.  Note. — Grammarians  have  usually  regarded  the  pronoun  in  ex- 
amples similar  to  the  above,  as  standing  for  the  entire  expression,  i.  e., 
the  infinitive  and  all  the  elements  that  limit  it.    Such  views  are  not 


ANALYSIS  OF  THE  ENGLISH"  SENTENCE. 


favorable  to  close  analysis.  The  pronoun  stands  for  the  infinitive  as 
limited  by  other  words  or  phrases.  In  the  example  above,  it  represents 
to  stand  limited  by  on  one  foot ;  just  as,  in  the  sentence,  "  The  greatest 
incitement  to  labor  is  its  reward,"  the  subject  is  trie  noun  incitement 
limited  by  the  elements  greatest  and  to  labor. 


It  as  the  local  subject  representing  one  or  more  DE- 
PENDENT NOMINAL  SENTENCES. 

26.  It,  used  as  local  subject,  frequently  stands  at 
the  head  of  a  sentence,  representing  one  or  more 
nominal  sentences  which  follow  the  verb  and  consti- 
tute its  true  subject    It  is  then  called  a  pro-sentence. 

Example  : — It  is  true  that  a  repentance  redeemed  by  money  or  performed 
by  a  substitute,  could  have  no  salutary  effect  on  the  sinner. 

(a.)  That  a  repentance  could  have,  &c,  is  the  true 
subject  of  the  verb  is.  It,  the  local  subject,  standing  at 
the  head  of  the  sentence,  is  the  representative  of  the 
true  subject,  and  is,  therefore,  a  pro-sentence.  This 
may  be  seen  by  inverting  the  sentence,  as  follows: 

That  a  repentance  redeemed  by  money  or  performed  by  substitute, 
could  have  no  salutary  effect  on  the  sinner,  is  true. 

Examples: — It  is  with  unfeigned  diffidence  that  we  pronounce  judg- 
ment on  any  question  relating  to  the  art  of  painting. 
It  is  manifest  from  many  passages  in  these  records,  that 
Bannerets  were  admitted  into  the  upper  house,  and  that 
they  were  summoned  bv  a  writ. 


42 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


(b.)  It  is  here  a  pro- sentence,  representing  the  two 
dependent  nominal  sentences  that  Bannerets  were  ad- 
mitted  and  that  they  were  summoned. 

27.  Note. — This  use  of  it  as  a  leader  or  usher  of  the  true  subject 
which  is  introduced  after  the  verb,  is  in  accordance  with  the  genius  of 
our  language.  It  would  be  an  awkward  violation  of  rhetoric  always  to 
place  a  nominal  sentence  or  phrase  with  numerous  adjuncts,  before  the 
verb  of  the  independent  sentence.  On  the  other  hand,  it  is  contrary  to 
the  order  of  an  English  sentence  that  it  should  begin  with  a  verb.  The 
use  of  it  as  a  leader  prevents  this  anomaly,  while  harmony  of  structure 
is  preserved  by  introducing  the  real  subject  after  the  verb. 

It  as  the  subject  respresenting  an  independent  sen- 
tence. 

28.  It  may  be  the  subject  representing  an  indepen- 
dent sentence.  In  these  cases  it  is  not  used  as  a 
leader. 

The  Yankee,  it  must  he  owned,,  teas  icorsted  in  the  combat. 

(a.)  It  is  a  pro-sentence  representing  the  Yankee  was 
icorsted. 

29.  Frequently  it  stands  for  a  fact  or  a  number  of 
facts  which  it  requires  several  sentences  to  express. 

Example  : — It  is  not  so  in  America. 

SO.  We  have  thus  shown  that  IT  may  represent — 

1.  Neuter  nouns  of  the  singular  number. 

2.  Nouns  of  either  number  and  any  gender. 

3.  Pronouns  of  any  gender,  person,  and  number. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


43 


4.  Certain  operations  of  nature,  when  standing  be- 
fore a  imipersonal  verb. 

5.  One  or  more  nominal  phrases  which  follow  the 
verb  and  form  its  true  subject. 

6.  One  or  more  dependent  nominal  sentences  which 
follow  the  verb  and  form  its  true  subject. 

7.  One  or  more  independent  sentences. 

8.  One  or  more  facts  expressed  in  several  previous 
sentences.  As  suggestive  of  these  various  offices 
it  may  be  termed  a  pronoun,  a  pro-phrase,  or  a  pro- 
sentence. 

31.  The  following  are  examples  of  it  as  local  sub- 
ject, standing  for  a  nominal  phrase  ok  sentence. 

It  is  true  that  he  professes  himself  a  supporter  of  toleration. 
It  is  your  duty  to  tolerate  the  truth. 

It  cannot  be  shown  that  James  sincerely  wished  to  establish  freedom 
of  conscience. 

It  is  a  remarkable  circumstance,  that  one  of  the  letters  of  Hastings  to 
Dr.  Johnson,  bears  date  a  very  few  hours  after  the  death  of  Nuncomar. 

It  must,  we  fear,  be  added,  that  the  love  of  money  had  grown  upon 
him.  and  that  he  thought  more  about  his  allowances,  and  less  about  his 
duties. 

It  seemed  likely,  at  this  time,  that  a  general  reconciliation  would  put 
an  end  to  the  quarrels  which  had,  during  some  years,  weakened  and 
disgraced  the  government  of  Bengal. 

Of  Impy's  conduct,  it  is  impossible  to  speak  too  severely. 

It  is  scarcely  possible  to  mention  this  eminent  man,  without  advert- 
ing to  the  question  which  his  name  at  once  suggests  to  every  mind. 

DOUBLE  PRONOUNS  AS  SUBJECT. 

32.  A  double  pronoun  may  be  used  as  subject  of  a 
sentence. 


44 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Example  : — My  affairs  are  unfortunate,  yours  are  prosperous. 

33.  The  double  pronouns  are  rame,  thine,  ours, 
yours ,  his,  hers,  theirs. 

34.  These  pronouns  always  represent  two  nouns, 
viz.,  the  name  of  the  possessor  and  the  thing  pos- 
sessed ;  hence  they  are  named  double  pronouns. 

.  His  property  was  saved,  but  mine  was  lost. 

va.)  Mine  is  a  double  pronoun,  subject  of  the  sen- 
tence mine  teas  lost.  Representing  the  thing  possess- 
ed, i.  e.  property,  it  is  a  pronoun,  third  person,  plural, 
lar  number,  subject  of  the  sentence.  Representing 
the  possessor,  it  is  first  person,  singular  number,  and 
an  adjunct  of  the  subject. 

Both  my  books  and  hers  vjere  bought  in  the  city. 

(b.)  Hers  is  a  double  pronoun,  representing  her  and 
books.  Representing  boohs,  it  is  third  person,  singular, 
subject  of  the  sentence  hers  were  bought,  &c.  Repre- 
senting the  possessor,  it  is  third  person,  singular, 
feminine,  and  an  adjunct  of  the  subject. 

35.  It  will  be  noticed  that  the  form  of  these  double 
pronouns  in  the  first  and  second  persons,  shows  the 
number  and  person  of  the  possessor,  and  in  the  third 
person,  its  number  and  gender ;  wrhile  the  number 
and  gender  of  the  noun  possessed  must  be  determined 
by  referring  to  it,  as  it  will  be  expressed  in  some  other 
part  of  the  sentence. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


45 


Example  : — Your  parents  are  wealthy,  mine  are  indigent. 

(a.)  Here  the  form  of  the  pronoun  mine  shows  that 
in  representing  the  possessor,  it  is  first  person,  singu- 
lar number;  but  representing  the  thing  possessed,  its 
number  and  gender  must  be  determined  by  referring 
to  parents,  the  noun  for  which  it  stands. 

36.  Note. — The  double  pronouns  have  been  sometimes  improperly 
classed  with   the  possessive  pronouns,  my,  thy,  his,  her,  fyc. 

INTENSIVE  PRONOUNS  AS  SUBJECT. 

37.  An  intensive  personal  pronoun  is  sometimes 
used  as  subject  of  a  sentence  when  emphasis  is  re- 
quired. 

38.  The  intensive  pronouns  are  myself,  thyself,  your- 
self himself,  herself,  itself,  and  their  plurals  ourselves, 
yourselves,  and  themselves. 

Examples  : — Your  father  and  yourself  are  witnesses. 

The  stranger  and  myself  were  left  alone. 

(a.)  Myself  is  here  an  intensive  pronoun,  first  person, 
singular  number,  and  subject  of  the  sentence. 

39.  These  pronouns  are  formed  by  prefixing  the 
possessive  personal  pronouns  of  the  first  and  second 
persons,  or  the  objective  form  of  the  third  person,  to 
the  word  self  on  selves. 


46 


ANALYSIS  OF  THE  ENGLISH 


SENTENCE. 


RELATIVE  PRONOUNS  AS  SUBJECT. 

40.  A  relative  pronoun  may  also  be  made  the  sub- 
ject of  a  sentence. 

Example  : — He  who  laboTS,will  succeed. 

41.  A  relative  pronoun  is  a  pronoun  which  connects 
a  sentence  to  its  antecedent. 

42.  Note. — The  noun  or  pronoun  which  is  represented  by  a  relative 
pronoun,  is  called  the  antecedent. 

43.  The  relative  pronouns  are  who,  which,  what, 
that,  and  in  some  cases,  as  and  than. 

I  know  one  who  will  relieve  me. 

(a.)  Who  is  a  relative  pronoun,  third  person,  singu- 
lar, subject  of  the  sentence  who  will  relieve  me.  Since 
it  connects  a  sentence  to  its  antecedent  one,  it  is  also 
a  secondary  connective,  and  since  its  antecedent  is  a  pro- 
noun, it  is  a  secondary  adnominal  connective. 

44.  The  relative  pronoun,  then,  always  performs 
two  offices— that  of  a  pronoun,  and  that  of  a  secondary 
adnominal  connective. 

Men  who  are  devoted  to  learning,  arc  not  generally  fond 
of  society. 

(a.)  Who  is  a  relative  pronoun,  subject  of  the  de- 
pendent sentence  who  are  devoted,  which  it  connects  to 
its  antecedent  men.  It  is,  therefore,  a  secondary  ad- 
nominal connective. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  47 

Note. — The  three  following  distinctions  between  the  personal  and 
relative  pronouns,  should  be  carefully  studied. 

45.  The  personal  pronouns  change  their  form  to 
indicate  the  person,  gender,  and  number  of  the  nouns 
for  which  they  stand.  On  the  other  hand,  the  form 
of  the  relative  pronoun  is  never  changed  for  this  pur- 
pose, the  same  word  representing  a  noun  or  pronoun 
of  any  gender,  person,  or  number.  In  the  examples 
u  I  who  speak/'  "  you  who  speak,"  &c,  the  pronoun 
who  remains  the  same,  while  the  personal  pronouns 
vary. 

46.  The  personal  pronoun  is  used  simply  to  pre- 
vent the  repetition  of  a  noun,  while  the  relative  is 
employed  to  introduce  a  sentence  which  affirms  some 
quality  or  circumstance  of  the  noun  to  which  it  re- 
lates :  hence  the  sentence  introduced  by  the  relative 
is  always  adnomindl. 

47.  The  personal  pronoun  is  never  a  connective,  and 
may  stand  anywhere  in  the  sentence,  while  the  rela- 
tive is  always  a  connective,  and  stands  at  the  head  of 
the  sentence  which  it  introduces. 

48.  Who  is  the  representative  of  persons  and  su- 
perior beings. 

49.  Which  is  the  representative  of  any  grammatical 
element  except  the  names  of  persons  and  superior 
beings. 

50.  Note. —  Which  like  the  word  it,  may  stand  for  a  word,  phrase,  or 
a  sentence. 


48  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Example  : — He  insulted  me,  for  which  I  challenged  him. 

51.  That  may  stand  for  nouns  of  any  gender. 

52.  As  may  be  used  as  a  relative  after  such,  same 
used  as  an  adjective  pronoun,  and  many  or  much 
limited  by  as  or  so. 

Let  such  as  hear  take  heed. 

(a.)  As  is  a  relative  pronoun,  subject  of  the  sentence 
as  hear,  which  it  connects  to  its  antecedent  such. 

Examples  : — As  many  as  came  were  satisfied. 

I  will  give  you  as  much  as  I  have. 

53.  As  used  as  a  relative,  may  be  the  representative 
of  both  persons  and  things. 

54.  Than  after  comparatives  is  sometimes  a  relative 
pronoun. 

My  griefs  are  greater  than  I  can  bear. 

(a.)  Than  is  here  a  relative  object  of  the  infinitive 
bear. 

Examples  : — There  was  more  jesting  than  befitted  the  occasion. 

He  certainly  had  a  greater  salary  than  he  earned. 

(b.)  Than  is  a  relative  connecting  than  he  earned  to 
salary. 

55.  What  used  as  a  relative,  includes  also  its  ante- 
cedent and  thus  performs  a  double  office. 

What  has  been  told  is  true. 

(a.)  What  is  a  pronoun  including  both  the  antece- 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  49 

dent  and  the  relative.  Eepresenting  the  antecedent, 
it  is  an  adjective  pronoun,  third  person,  singular  num- 
ber, neuter  gender,  subject  of  the  sentence  what  is  true. 

As  a  relative,  it  is  third  person,  singular,  neuter, 
subject  of  the  sentence  what  has  been  told,  which  it 
connects  to  what  the  antecedent.  What  as  a  relative 
is,  therefore,  a  secondary  adnorainal  connective.  In 
effect  what  is  equivalent  to  that  which. 

I  do  not  know  what  will  result. 

(b.)  What  representing  the  antecedent,  is  the  object 
of  the  indep.  sentence  /  do  not  know  what.  As  a 
relative,  what  is  subject  of  the  dep.  sentence  what  will 
result,  which  it  connects  to  its  antecedent  what. 

56.  Note. — It  will  be  seen  that  what  including  both  the  antecedent 
and  the  relative,  will  always  stand  related  to  the  verbs  of  two  sentences, 
and  that  what  the  relative  connects  an  adnom.  sentence  to  what  the 
antecedent. 

57.  When  what  becomes  a  specifying  adjective,  the 
noun  specified  stands  related  to  the  verbs  of  two 
sentences. 

See  what  beauties  are  displayed. 

(a.)  What  is  a  specifying  adjective  limiting  beauties. 

The  noun  beauties  is  the  object  of  the  sentence  see  what 

beauties,  and  also,  the  subject  of  the  sentence  what 

beauties  are  displayed.    In  this  case,  what  still  retains 

its  power  as  a  sec.  adnom.  connective,  uniting,  in  a 

manner,  the  adnom.  sentence  to  the  antecedent. 
3 


50 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


WHOEVER. 

58.  It  is  remarkable  that  the  pronoun  who  has  the 
same  power  of  containing  both  the  antecedent  and  the 
relative,  when  joined  to  the  word  ever  or  soever. 

Whoever  will  perform  the  labor,  shall  receive  the  reward. 

(a.)  Whoever  is  a  relative  pronoun  including  also 
its  antecedent.  Kepresenting  the  antecedent,  it  is  a 
pronoun,  third  person,  sing,  number,  and  subject  of 
the  sentence  whoever  shall  receive  the  reward.  As  a 
relative  pronoun,  it  is  the  same  person,  number,  &c, 
and  is  subject  of  the  dep.  adnom.  sentence  whoever  will 
perform  the  labor,  which  it  connects  to  its  antecedent 
whoever. 

WHICHEVER. 

59.  Whichever  is  generally  used  as  a  specifying 
adjective,  and  does  not  give  a  twofold  relation  to  the 
noun  specified.    It  is,  however,  a  sec.  connective. 

Whichever  way  we  look,  we  hehold  the  exponents  of  busy 
life. 

(a.)  Whichever  is  a  specifying  adjective  limiting 
way  ;  it  is  also  a  sec.  adverb,  connective,  uniting  the 
adverbial  sentence  whichever  way  we  look,  to  the  verb 
behold. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


51 


WHATEVER. 

60.  Whatever  is  a  relative  pronoun  having  the 
power  of  what. 

At  once  came  forth  whatever  creeps. 

(a.)  Whatever  is  a  pronoun.  Eepresenting  the  an- 
tecedent, it  is  the  subject  of  the  indep.  sentence  what- 
ever came.  As  a  relative  it  is  subject  of  the  dep. 
adnom.  sentence  whatever  creeps,  which  it  connects  to 
whatever  the  antecedent. 

Note. —  Whatever  is  sometimes  used  without  a  double  relation. 
Example  : — Whatever  is  read,  let  it  be  read  with  attention. 

61.  Whatever  is  employed  as  a  specifying  adjective 
without  imparting  a  double  power  to  the  noun 
limited. 

We  may  rely  upon  him,  whatever  course  he  takes. 

(a.)  Whatever  is  a  specifying  adjective  limiting 
course.  It  is  also  a  sec.  adverb,  connective,  uniting 
the  dep.  adverb,  sentence  whatever  course  he  takes,  to 
the  verb  rely  the  indep.  sentence  we  may  rely. 

62.  Ever  and  soever  render  the  words,  to  which  they 
are  annexed,  indefinite. 

64.  Note. —  What  is  rarely  used  for  the  adverb  partly. 

Example: — a  What  with  extravagance  and  what  with  drunkenness  I 
soon  ruined  myself." 


52 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


INTERROGATIVE  PRONOUNS. 

64.  An  interrogative  pronoun  may  be  used  as  sub- 
ject of  a  sentence. 

Examples  : — Who  is  hel 

Which  did  he  choose  1 
What  will  follow  ? 

65.  Who,  which,  and  what  become  interrogative 
pronouns  when  they  are  employed  to  introduce  an 
interrogative  sentence.  They  differ  from  the  simple 
relatives  in  the  two  following  particulars. 

1st.  They  no  longer  relate  to  a  noun  antecedent, 
but  to  a  noun  subsequent. 

Example  : — Who  comes  there  ?    Answer. — A  friend. 

(a.)  Who  is  an  interrogative  pronoun,  third  person, 
sing,  number,  subject  of  the  dep.  sentence  who  comes, 
and  relates  to  the  subsequent  noun  friend. 

2d.  The  interrogative  pronouns  differ  from  the 
relative  in  the  fact  that,  while  the  relatives  are  always 
adnom.  connectives,  the  interrogatives  are  adverbial 
connectives,  always  joining  an  interrogative  sentence 
to  a  verb. 

Example  : — Who  calls  ?  shouted  he. 

(b.)  Who  is  an  interrogative  pronoun,  subject  of  the 
sentence  who  calls  ?  and  relates  to  a  subsequent  word 
contained  in  the  answer.  Who  is  also  a  sec.  adverb, 
connective  because  it  connects  its  sentence  to  shouted. 


ANALYSIS  OB1  THE  ENGLISH  SENTENCE.  53 

Who  calls?  is  a  nominal  sentence,  the  object  of 
shouted. 

66.  The  subsequent  noun  to  which  the  interroga- 
tive pronoun  relates,  will  always  hold  the  same  rela- 
tion to  its  verb,  that  the  interrogative  holds  in  its 
own  sentence. 

Examples: — Who  was  the  thief?    Ans. — Thomas,  i.  e.  Thomas  was 
the  thief. 

Which  of  the  candidates  was  defeated  ?    Ans. — Terry  (was 
defeated.) 

What  has  been  said  on  the  subject  ?    Ans. — Nothing  (has 
been  said.) 

(a.)  What  and  its  subsequent  nothing  are  both  sub- 
jects of  the  same  verb  has  heen,  which  is  expressed  in 
the  interrogative  sentence  and  suppressed  in  the 
answer.  There  is  usually  an  ellipsis  of  the  verb  in  the 
answer. 

67.  Note. — The  verb  in  the  interrogative  sentence  does  not  always 
agree  in  person  with  the  verb  in  the  answer. 

Example  : — Who  are  you]    Ans. — I  am  Clodius. 

68.  So  also  when  the  interrogative  is  possessive  or 
the  object  of  the  verb  in  the  interrogative  sentence,  the 
noun  or  pronoun  responsive  will  have  the  same  rela- 
tion, i.  e.  be  possessive  or  objective,  though  the  gov- 
erning word  is  suppressed. 

Examples  : — Whom,  did  you  call]    Ans. — (I  called)  Samuel. 

Whose  book  have  you  1    Ans. — (I  have)  your  book. 

69.  Very  often  the  interrogatives  are  used  for  rhe- 


54  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

torical  effect,  when  they  stand  for  no  definite  respon- 
sive word. 

Example  :— "  Who  can  tell  if  ever  more  should  meet  those  mutual  eyes  ?  " 

70.  The  interrogative  pronoun  usually  connects  its 
sentence  to  a  verb  in  an  indep.  sentence  which  is 
suppressed. 

Example      Who  will  pay  it  1    Ans. — The  merchant. 

(a.)  Who  is  an  interrogative  pronoun,  relating  to 
its  responsive  merchant;  it  is  also  a  sec.  adverb,  con- 
nective, connecting  the  sentence  who  mil  pay  it,  to 
the  verb  of  an  indep.  sentence  suppressed ;  as,  /  ask 
who  will  pay  it?  In  this  case,  who  connects  its  sen- 
tence to  ask.  which  may  be  either  suppressed  or  ex- 
pressed. 

71.  The  interrogative  pronoun  then  introduces  a 

dep.  nominal  or  adverbial  sentence  which  usually 

limits  the  verb  of  an  indep.  sentence.    This  indep. 

sentence  is  often  understood  and  is  equivalent  to 

some  general  expression ;  as,  I  ask,  tell  me,  he  in- 

quired,  &c. 

Examples  : — (Tell  me,)  which  will  be  sent  1 

What  is  wanted  l  (he  inquired.) 

RESPONSIVE  PRONOUN  AS  SUBJECT. 

72.  Who,  which,  or  what,  when  used  as  a  respon- 
sive, may  be  subject  of  a  sentence. 

Example  :— -Who  found  the  treasure  1    Ans.— I  do  not  know  who  found 
the  treasure. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


55 


73.  Who,  which,  and  what  are  responsive  pronouns 
when  they  are  used  in  answering  questions  which  are 
either  expressed  or  implied. 

Example: — Who  took  the  prize!    Ans. — I  cannot  tell  who  took  the 
prize. 

(a.)  Who  is  a  responsive  pronoun,  third  person, 
sing,  number,  and  subject  of  the  sentence  who  took 
the  prize,  which  it  connects  to  the  verb  tell  Who  is, 
therefore,  a  sec.  adverb,  connective,  and  who  took  the 
prize  is  a  dep.  nominal  sentence,  and  the  object  of 
the  transitive  verb  tell  The  sentence  introduced  by 
a  responsive  pronoun,  will,  therefore,  from  being  al- 
ways connected  to  a  verb,  be  either  nominal  or  ad- 
verbial 

0 

Examples  : — I  cannot  say  whose  work  it  is. 

I  did  not  discover  who  had  committed  the  theft. 
We  soon  saw  which  had  escaped. 
They  know  who  will  conquer. 

74.  Whenever  who,  which,  or  what  connects  its  sen- 
tence to  a  verb  and  is  not  interrogative,  it  is  classed 
with  the  responsives. 

75.  Which  and  what  are  very  often  interrogative 
adjectives. 

Examples  : — Which  master  shall  we  obey  ? 

What  reward  is  offered  ? 

(a.)  Which  and  what  here  stand  for  the  adjective 


56 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


which  qualifies  or  limits  the  noun  in  the  responsive 
sentence.  In  the  example — "  Which  horse  will  run? 
Ans. — The  black  horse" — which  stands  for  black. 

Example  : — What  fields  are  those?    Ans. —  Wheat  fields. 

(b.)  Here  what  stands  for  the  adjective  wheat;  it 
may,  therefore,  determine  an  interrogative  pro-adjective. 

ADJECTIVE  PRONOUNS. 

76.  An  adjective  pronoun  is  often  the  subject  of 
a  sentence. 

77.  An  adjective  pronoun  is  a  word  which  may 
specify  a  noun  when  expressed,  or  represent  it  when 
omitted. 

"  Some  place  their  bliss  in  action,  some  in  ease; 
Those  call  it  pleasure,  and  contentment  these." 

(a.)  The  words  some,  those,  and  these  are  the  repre- 
sentatives of  some  noun  which  is  omitted,  as,  people 
or  men,  When  we  supply  this  noun  (which  will  not 
change  the  sense)  they  become  specifying  adjectives; 
as,  Some  (men)  -place  their  bliss  in  action,  &c. ;  These 
(men)  call  it  pleasure,  &c. 

78.  Some  adjective  pronouns  vary  in  form  to 
agree  in  number  with  the  nouns   they  represent 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


57 


or  limit ;  some  are  found  only  in  the  singular,  others 
only  in  the  plural  number,  and  many,  like  nearly  all 
the  adjectives  in  our  language,  have  the  same  form  in 
both  numbers. 

79.  SYNOPSIS  OF  THE  ADJECTIVE  PRONOUNS. 


Singular. 

Plural. 

Singular. 

Plural. 

This, 

these. 

Each, 

That, 

those. 

Either, 

Other. 

others. 

Neither, 

One, 

ones. 

None  (quantity.) 

none  (number.) 

Another, 

others. 

both. 

Former, 

former. 

many. 

Latter, 

latter. 

few. 

Same, 

same. 

all. 

Any, 

any. 

Such, 

such. 

THIS  and  THAT. 

80.  This  represents  an  object  near  at  hand  in  time 
or  place,  that  an  object  which  is  distant.  Accord- 
ingly, when  two  objects  are  mentioned,  this  and  these 
represent  the  last  named,  that  and  those  the  first  men- 
tioned. 

81.  This  and  that  are  often  the  representatives  of 
phrases  or  sentences. 

He  called  in  the  aid  of  the  enemies  of  England  ;  this 
was  treason. 

(a.)  This  is  subject  of  the  verb  was  and  represents 
the  indep.  sentence  He  called  in  aid,  &c. 

They  say  that  the  music  of  Orpheus  compelled  the  trees  to  follow  him ; 
this  is  incredible. 
3* 


58  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

(b.)  This  is  a  pro-sentence  standing  for  the  dep. 
aominal  sentence  That  the  music  of  Orpheus  compelled, 
ko. 

82.  Sometimes  this  stands  for  several  preceding 
sentences. 

They  are  firmly  persuaded  that  they  are  God's  chosen 
people,  and  that  all  others  being  outcasts  and  Gen- 
tiles, are  legitimate  victims  of  robbery  and  theft. 
They  believe  that  their  prophet  knows  every  thing 
present,  past,  and  future.  All  this  belongs  to  their 
creed. 

(a.)  In  this  case,  this  is  a  pro-sentence,  standing  for 
"ihe  dep.  nominal  sentences  introduced  by  that. 

83.  Earely  this  represents  a  subsequent  sentence. 

Let  no  prince  measure  the  danger  of  discontent  by  this  : 
whether  it  be  just  or  unjust. 

(a.)  This  is  a  pro-sentence  representing  the  dep. 
adverb,  sentence  introduced  by  whether. 

84.  This  may  represent  a  verb  infinitive. 

God  alone  has  power  to  forgive  sin,  and  this  he  will  do 
only  when  the  sinner  is  truly  penitent. 

(a.)  This  stands  for  to  forgive,  and  is,  therefore,  a 
pro-phrase. 

85.  This,  like  it,  may  stand  at  the  head  of  a  sen- 
tence as  subject,  and  act  as  a  leader  for  the  verbs  re- 
presented, which  are  introduced  subsequently. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


59 


a  Yor  this  of  him  who  would  approach  and  eat, 
Was  rigorously  exacted  to  the  fuil  ; 
To  tread  and  bruise  beneath  the  foot  the  world 
Entire  ;  its  pride,  ambition,  hopes,  desires  ; 
Its  gold,  and  all  its  broidered  equipage  ; 
To  loose  its  loves  and  friendships  from  the  heart, 
And  cast  them  off;  to  shut  the  ear  against 
Its  praise  ;  and  all  its  flatteries  abhor." 

(a.)  This  is  the  local  subject  of  the  sentence  this  was 
exacted,  and  is  the  leader  and  representative  of  the 
phrases  to  tread,  to  bruise,  to  loose,  to  cast,  to  shut,  and  to 
abhor;  all  of  which  are  the  true  subjects  of  the  sen- 
tence this  was  exacted. 

THAT. 

86.  That  is  a  pro-sentence  in  examples  like  the 
following :  You  say  the  bank  is  closed :  who  told  you 
that?  We  might,  in  this  example,  supply  the  sen- 
tence thus  :  Who  told  you  that  the  bank  was  closed  f 
In  this  manner,  that  often  becomes  an  adjective 
specifying  a  sentence.  This  singular  power  of  that, 
to  specify  a  sentence,  and  at  the  same  time  to  connect 
it  to  the  word  on  which  it  depends,  is  very  exten- 
sively applied  in  our  language. 

Yon  have  been  guilty  of  a  base  calumny,  and  that  too  in  regard  to 
your  best  friend. 

(a.)  That  stands  for  the  preceding  sentence. 

"  That  be  far  from  thee  to  do  in  this  manner." 

(b.)  That  is  a  pro-phrase  standing  for  to  do. 


60 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


ONE  and  OTHER. 

87.  One  and  other  as  pronouns  are  often  used  in 
contrast. 

Example  : — The  two  systems  of  philosophy  were  widely  different  in 
their  results  ;  the  one  gave  a  soporific  to  the  world 
which  produced  the  long  sleep  of  the  dark  ages ;  the 
other  a  stimulant  that  broke  its  slumbers. 

88.  One  as  a  pronoun  usually  stands  for  an  indefi- 
nite noun. 

Example  : — One  cannot  always  see  the  wiser  course. 

89.  Other  cannot  generally  be  employed  as  a  pro- 
noun, without  a  preceding  adjective. 

Example  : — u  One  took  the  other  briskly  by  the  hand." 

90.  Each  and  other  sometimes  have  a  reciprocal 
relation. 

Example  : — They  hate  each  other  cordially,  i.  e.,  they  cordially  hate, 
each  (hates)  the  other. 

91.  Each  is  an  adjective  pronoun  standing  for  they 
and  the  distributive  subject  of  the  verb  hate.  Other  is 
an  adjective  pronoun  standing  for  they  distributively  ; 
it  is,  also,  object  of  the  verb  hate. 

92.  One  sometimes  corresponds  to  another  in  a 
similar  construction. 

Example  : — See  how  the  Christians  love  one  another,  i.  e.,  one  loves 

another. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


61 


EACH, 

93.  Each  is  always  used  as  a  distributive,  i.  e.}  it 
always  stands  for  a  plural  noun,  and  takes  each  one 
of  the  number  contained  in  this  noun,  separately. 

Example  : — In  the  streets,  each  wishing  to  make  profit  of  his  neighbor, 
merchants  assembling  spoke  of  trying  times. 

Each  represents  merchants,  taking  each  individual 
separately. 

ONES  and  OTHERS. 

94.  Ones  and  others  are  never  adjectives :  they  are 
not  therefore  adjective  pronouns,  but  simply  pronouns, 
the  plural  of  one  and  other. 

NONE. 

95.  None  (no-one)  is  always  a  pronoun.  From  the 
compounding  of  this  word  we  would  expect  to  find  it 
only  in  the  singular  number,  but  when  it  is  the  repre- 
sentative of  individual  objects,  it  is  generally  found 
in  the  plural. 

Example  : — There  are  none  among  my  acquaintances  whom  I  can 
trust. 

None  is  a  plural  pronoun,  subject  of  the  verb  are. 
If  none  were  singular,  the  form  of  the  sentence 
would  be  there  is  none. 


62  ANALYSIS   OF   THE   ENGLISH  SENTENCE. 

In  order  to  make  this  pronoun  singular,  we  usually 

divide  it — thus  :  There  is  no  one.  kc. 

96.  Xone<  whenever  it  stands  tor  quantity  and  not 
for  a  number,  is  singular. 

Example  ; — We  searched  for  water,  but  there  was  ncnt  to  be  found. 
BOTH. 

97.  B:v\  as  an  adjective  pronoun,  stands  for  nouns 
in  the  plural  number,  as. 

Beth  were  wrong. 
EITHER. 

98.  Either  stands  for  two  persons  or  things,  taking 
them  sing'y,  i.  f..  one  or  the  other. 

Example  : — Call  James  or  John  ;  i i:\-r  can  help  you. 
NEITHER. 

99.  Neither  (compounded  of  not  either)  is  the  negative 
of  either. 

Examples  : — B oth  pronii sec  :  b :. :        :  ■  l e r to nned. 

Ask  the  doctor  or  lawyer  ;  neither  can  inform  you. 

SUCH.  MANY,  ant>  SAME. 

100.  Si::?:.  • .  and  s:r.  ..  are  used  either  in  the 
singular  or  plural  number. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  63 

FORMER  and  LATTER. 

101.  Former  and  latter  are  frequently  placed  in 
contrast,  former  standing  for  the  first  of  two  preceding 
nouns  or  sentences,  and  latter  for  the  last. 

Example  : — A  false  philosophy  and  a  false  religion  exerted  a  powerful 
influence  against  scientific  research.  The  former  de- 
spised it  as  vulgar  and  low  ;  the  latter  forbade  it  as 
sacrilegious  and  sinful. 

Here  former  is  an  adjective  pronoun,  subject  of  de- 
spised, and  represents  philosop hy.  Latter  is  an  adjective 
pronoun,  subject  of  forbade,  and  represents  religion. 

102.  First,  last,  each,  either,  same  and  both  are  often 
the  representatives  of  phrases  or  sentences. 

Examples  : — You  can  pay  the  note  now  or  wait  till  a  more  convenient 
time  ;  either  will  suit  me. 

Either  is  an  adjective  pronoun  representing  the  two 
preceding  sentences  taken  separately. 

He  directed  me  to  visit  the  market  and  also  to  attend 
to  affairs  at  home  ;  I  could  not  do  both. 

103.  The  Numerals  are  all  employed  as  pronouns 
and  used  as  the  subjects  of  sentences. 

Example  : — Six  men  engaged  in  the  enterprise  ;  five  were  killed,  but 
the  sixth  escaped. 

Six  and  five  are  adjective  pronouns. 

104.  Finally,  all  the  qualifying  adjectives  may  be 


64  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

employed  as  pronouns,  by  placing  before  them  the 
specifying  adjective  tJie. 

Example  : — The  wise  and  the  good  obeyed  its  precepts  ;  but  the  wicked 
neglected  and  despised  them. 

IMPERFECT  PARTICIPLES  AS  SUBJECT. 

105.  Participles  ending  in  ing  are  often  subjects  of 
sentences. 

Example  : — Walking  fast  and  frequently  gives  one  an  appetite. 

VERBS  INFINITIVE  AS  SUBJECT. 

106.  Verbs  infinitive  are  often  employed  as  subjects 
of  sentences.  Thus  used,  they  are  called  nominal 
phrases.  Sentences  of  this  kind  are  usually  introduced 
by  the  pro-phrase  it  while  the  true  subject  follows  the 
verb.  This  idiom  of  the  language  we  have  noticed  in 
the  remark  on  the  uses  of  it 

107.  We  may  write  "  To  keep  one's  temper  is  desi- 
rable" or  "  It  is  desirable  to  keep  one's  temper." 

The  nominal  phrase  to  keep  as  limited  by  the  object 
temper ,  is  the  true  subject  of  the  verb  is. 

Examples  :— To  analyze  language  accurately  requires  patient  study,  or ; 

It  requires  patient  study  to  analyze  language  accu- 
rately. 

To  decide  these  questions  is  not  necessary,  or ;  It  is  not 

necessary  to  decide  these  questions. 
It  is  not  difficult  to  discover  many  arguments  in  favor  of 

such  a  scheme,  or  ;  To  discover  many  arguments  in  favor 

ef  such  a  scheme  is  not  difficult. 


.ANALYSIS   OF  THE   ENGLISH  SENTENCE. 


65 


N0TE. — When  the  word  to  stands  at  the  head  of  a  nominal  phrase 
which  is  subject  of  a  sentence,  it  is  not  a  'particle  sec.  connective,  but 
simply  an  introduction. 

DEPENDENT  SENTENCE  AS  SUBJECT. 

108.  The  pro-sentence  it  is  usually  placed  before  the 
verb  of  the  independent  sentence,  as  local  subject 
when  one  or  more  dependent  sentences  stand  as  the 
true  subject. 

Example  : — It  is  a  trite  remark  that  time  is  money. 

The  leader  it,  however,  is  sometimes  omitted,  and 
the  dep.  sentence  is  placed  before  the  verb. 

Examples  : — That  time  is  money  is  a  trite  remark. 

It  is  not  probable  that  Bacon's  defence  had  much  effect  on 
his  cotemporaries,  or  ;  That  Bacon's  defence  had  much 
effect  on  his  cotemporaries  is  not  probable. 

The  sentence  in  italics  is  subject  of  the  verb  is. 

That  the  prisoner  is  guilty  is  no  longer  a  matter  of  doubt. 
That  you  have  missed  the  road,  is  quite  clear. 

Note  . — When  the  word  that  stands  at  the  head  of  a  nominal  sentence 
which  is  the  subject  of  an  indep.  sentence,  it  is  no  longer  a  sec.  con- 
nective but  a  specifying  adjective,  and  its  office  is  to  introduce  and  emit 
the  sentence  which  follows. 

INDEPENDENT  SENTENCE  AS  SUBJECT. 

109.  An  indep.  sentence  may,  itself,  though  rarely, 
be  the  subject  of  a  sentence. 

Example  : — (Thou  shalt  have  no  other  gods  before  me)  belongs  to  the 
decalogue. 


06 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


CHAPTER  III. 

OF  THE  OBJECT. 

1.  Any  element  which  is  required  to  complete  the 
sense  of  a  transitive  verb,  is  called  its  Object. 

Examples  : — The  dogs  pursue  the/oz. 

The  farmer  plows  the  field. 

2.  In  the  usual  order  of  a  transitive  sentence,  the 
object  follows  the  verb ;  sometimes,  however,  this 
order  is  reversed  for  the  sake  of  euphony  or  vivacity. 

Examples  : — Thy  way  thou  canst  not  miss  ; 
Me  mine  requires. 

Virtue,  not  rolling  suns,  the  mind  matures. 
I  can't  get  out;  said  the  starling. 

3.  If  the  object  be  a  relative  pronoun,  it  will  always 
stand  before  the  verb. 

Example  : — The  person  whom  we  appointed,  is  not  present. 

4.  The  object  may  consist  of  a  nominal  word,  a 
nominal  phrase,  or  a  nominal  sentence. 

THE  NOMINAL  WORD  IN  THE  OBJECTIVE  RELATION. 

5.  The  nominal  word  in  the  objective  relation  may 
be  a  noun. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


67 


Examples  : — The  herald  declared  the  will  of  the  king. 

The  diplomatist  knew  the  importance  of  the  measure. 
The  conqueror  sold  the  captives  and  the  booty. 

6.  The  objective  word  may  be  a  personal  pronoun. 

7.  The  personal  pronouns,  except  it  and  you, 
change  their  form  to  indicate  the  objective  relation. 


8.  FORMS  OF  THE  PERSONAL  PRONOUN  IN  THE  SUB- 
JECTIVE AND  OBJECTIVE  RELATION. 


FIRST  PERSON. 

Sing.  Plural. 

Subject  I  We. 

Object  Me  Us. 


SECOND  PERSON. 

Sing.  Plural. 

Subject  Thou  or  you  Ye  or  you. 

Object  Thee  or  you  Ye  or  you. 


THIRD  PERSON. 

Sing.       Plural.  Sing.     Plural.        Sing.  Plural. 

Subject  He  They  She .  .  They  It . . .  They. 

Object  Him. . . .  Them  Her . .  Them  It . . .  Them. 


Examples  : — Me  ye  have  bereaved  of  my  children. 
I  know  thee  well. 
I'll  pitch  thee  from  the  cliff. 
The  bugle's  notes  aroused  us  from  our  slumbers. 
I  shall  see  you  no  more. 
They  pass  him  carelessly. 

The  colonel  with  his  party  attacked  the  robbers  and 

drove  them  to  the  forest. 
They  received  her  with  feeble  acclamations. 
He  lost  his  trunk  but  afterwards  found  it  at  another 

station. 


68 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


IT,  the  Local  Object,  as  a  Pro-Phrase. 

9.  As  local  object,  it  may  be  a  pronoun,  a  pro- 
phrase,  or  &  pro-sentence. 

Examples  : — We  found  it  impossible  to  defend  the  fort. 

(a.)  It,  the  local  object  of  the  verb  found,  is  a  pro- 
phrase  representing  to  defend  which  is  the  true  object 
of  the  same  verb. 

My  friends  declared  it  an  outrage  to  dismiss  me  from 
office. 

(b.)  It,  the  local  object  of  the  verb  declared,  is  a  pro- 
phrase  standing  for  to  dismiss  which  is  the  true  object 
of  the  same  verb  declared. 

The  general  thought  it  advisable  to  make  a  forced 
march. 

I  found  it  toilsome  to  climb  the  cliff. 
He  has  the  ability  to  harmonize  these  discordant  ele- 
ments, and  he  will  do  it. 

(c.)  It  is  a  pro-phrase  standing  for  to  harmonize  as 
limited  by  its  object. 

As  for  the  pulling  of  them  down,  if  affairs  demand  it, 
we  will  make  the  attempt. 

(d.)  In  this  case,  it  stands  for  the  participle  pulling 
as  limited  by  other  words  of  the  phrase. 

IT  (Local  Object)  standing  for  a  Dependent  Sentence. 

10.  It  is  very  often  the  local  object  of  a  trans,  verb 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  69 

or  participle  when  it  represents  a  dep.  sentence  which 
is  the  true  object. 

/  shall  have  it  to  say  that  i  have  attained  the 

UTMOST  OF  MY  WISHES. 

(a.)  It  is  a  pro-sentence,  the  local  object  of  shall 
have,  and  represents  the  dep.  sentence,  that  I  have 
attained  the  utmost,  &c,  which  is  the  true  object  of 
shall  have.  We  may  see  this  by  asking  the  following 
question  :  What  shall  I  have  to  say  ?  Am.— That  I 
have  attained,  &c. 

Examples  :— I  will  proclaim  it  to  the  world,  that  thou  art  a  coward. 

11.  It  as  a  pro-sentence  and  object  of  a  verb,  some- 
times represents  an  indep.  sentence. 

For  my  fart,  I  confess  it  with  shame,  i  was  always  an 

INCORRIGIBLE  LAGGARD. 

(a.)  It  here  stands  for  the  indep.  sentence  /  was  an 
incorrigible  laggard. 

12.  Sometimes  it  is  employed  as  an  expletive  word 
without  any  special  signification. 

Example  : — She  queens  it  well. 
THE  RELATIVE  PRONOUN  AS  OBJECT. 


13.  Who  is  the  only  one  of  the  relative  pronouns 
that  changes  its  form  to  show  the  relations  of  subject 
and  object. 


70 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Subject—  Who. 
Object —  Whom. 

(d.)  As  has  been  before  remarked,  the  relative  pro- 
noun, whether  subject  or  object,  stands  at  the  head  of 
a  sentence  which  it  connects  to  its  antecedent. 

I  know  the  man  whom  you  have  slandered. 

(a.)  Analysis  : — Whom  is  a  relative  pronoun,  ob- 
ject of  slandered — relating  to  man  as  its  antecedent  to 
which  it  connects  the  sentence  whom  you  have  slandered. 

It  is  the  same  wagon  that  I  saw  yesterday. 

(b.)  Analysis: — That  is  a  relative  pronoun,  object 
of  the  dep.  sentence  that  I  saw,  which  it  connects  to 
its  antecedent  ivagon. 

Examples  : — The  country  which  we  crossed  was  barren. 
He  can  take  such  as  we  have. 
Such  as  I  have,  give  I  unto  thee. 

The  thief  refused  to  divide  what  he  had  stolen. 

(c.)  Analysis: — Subject— thief;  verb — refused;  ob* 
ject — to  divide  ;  indep.  trans,  sentence. 

Adjunct  of  the  subject — the — adnom.  word. 

No  adjunct  of  the  verb. 

Object  of  to  divide — what  (as  antecedent.) 

Adjunct  of  what  (antecedent) — what  he  had  stolen. 

Connective — what  (relative);  subject — he;  verb — 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  71 

had  stolen;  object — what  (relative);  dep.  transitive 
adnom.  sentence. 

Examples  : — He  spent  what  he  earned. 

Will  you  pay  what  I  demand  1 


OBJECT  COMPOSED  OF  TWO  NOUNS. 

14.  Many  transitive  verbs  are  followed  by  an 
object  composed  of  two  nouns  or  a  noun  and  a  pro- 
nounj  which  denote  the  same  person  or  thing. 

They  chose  me  captain. 

(a.)  Analysis: — Subject — They  ;  verb — chose;  ob- 
ject— 11  me  captain,'1  which  words  are  both  used  to  de- 
note the  same  person.    The  sentence  is  indep.  trans. 

Examples  : — We  call  him  father. 

The  Count  esteemed  William  his  best  friend. 
We  named  him  Jacob. 
The  stranger  showed  himself  an  adept. 
Jove  made  Mercury  his  messenger. 

The  man  whom  they  call  Wild  Sam,  was  seen  near  the 
house. 

(&)  In  this  case  whom  and  Sam  together  form  the 
object  of  the  transitive  verb  call 

15.  An  adjective  may  take  the  place  of  the  latter 
noun. 

His  manners  have  rendered  him  odious. 


(a.)   Analysis  : — Subject— manners  ;   verb — have 


72  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

rendered;  object — him  with  its  adjunct  odious:  indep. 
trans,  sentence. 

Adjunct  of  the  subject — his — adnom.  word. 

Examples  : — Exercise  in  the  open  air  made  the  old  man  strong  and 

healthy. 
My  friends  declared  me  mad. 

DIRECT  and  INDIRECT  OBJECT. 

16.  Some  verbs  are  followed  by  two  objects,  the 
one  direct  and  the  other  indirect. 

The  Preceptor  taught  me  grammar. 

(a.)  Analysis: — Subject — Preceptor:  verb — taught; 
direct  object — grammar  ;  indirect  object — me:  indep. 
trans,  sentence. 

17.  The  indirect  object  is  a  noun  or  pronoun  which 
holds  a  relation  to  the  verb  similar  to  that  expressed 
by  the  connective  of  a  phrase. 

Examples  : — The  lawyer  asked  me  many  questions. 
The  boy  told  his  father  a  lie. 

The  aged  hermit  offered  the  traveler  his  rude  fare. 

My  friends  gave  me  a  pleasant  account  of  their  journey. 

Note. — The  indirect  object,  in  its  effect  upon  the  verb,  has  the 
force  of  a  phrase.  To  make  it  a  phrase,  however,  by  supplying  a  con- 
nective, is  awkward  and  unnecessary.  In  the  example,  he  asked  me  a 
question,  we  may  call  me.  for  example,  the  indirect  object  of  asked,  or 
supplying  some  connective,  as  of  or  from,  we  may  dispose  of  we  as  the 
essential*  element  of  a  phrase.  This  last  method  would  evidently 
distort  the  sense  of  the  sentence. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


73 


NOMINAL  PHRASE  AS  OBJECT. 

18.  A  nominal  phrase  consisting  of  a  verb  in  the 
infinitive  mode,  is  often  made  the  object  of  a  sentence. 

He  loves  to  drink  and  to  gamble. 

(a.)  Analysis: — Subject — he;  verb — loves;  objects 
— to  drink  and  to  gamble — nominal  phrases  :  an  indep. 
trans,  sentence. 

Examples  : — He  wished  to  die. 

He  promised  to  go. 

The  old  man  professed  to  find  gold  with  a  rod. 
He  intends  to  adopt  the  child  and  to  gice  him  a  liberal 
education. 

(b.)  Note. — When,  as  in  these  cases,  the  subject  of  the  infinitive  is 
the  same  as  the  subject  of  the  sentence,  it  is  not  usually  expressed  ;  but 
when  the  subject  of  the  infinitive  is  not  the  same  as  the  subject  of  the 
sentence,  it  is  expressed,  and  the  infinitive  with  its  subject  become  the 
object  of  the  principal  verb. 

He  directed  the  guide  to  proceed. 

(c)  Analysis: — Subject — he;  verb — directed;  ob- 
ject— "  guide  to  proceed" — -indep.  trans,  sentence. 

Examples  : — The  student  desired  me  to  excuse  him. 

Great  Britain  forced  the  colonies  to  pay  enormous  taxes. 
The  king  commanded  his  army  to  cross  the  mountains. 

(d.)  Note. — After  bid,  dare,  let,  make,  need,  see,  feel,  hear,  may,  can, 
must,  and  frequently  have,  and  help,  the  particle  to  of  the  infmifive  is 
not  used. 


4 


I  bade  him  follow. 


74  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

(e.)  Analysis  : — Subject — /;  verb— bade  ;  object — 
"  him  follow  ;"  indep.  trans.,  sentence. 

Examples  : — He  dares  not  touch  a  hair  of  Catiline. 
I  saw  him  climb  the  mountain. 
You  heard  him  say  it. 
"  Let  not  despair  nor  fell  revenge 
Be  to  my  bosom  known." 
He  felt  his  courage  fail 


THE  PARTICIPLE  AS  OBJECT. 

19.  One  or  more  nominal  participles  ending  in  ing, 
are  often  the  object  of  a  sentence. 

The  Indian  loves  hunting  and  fishing. 

(a.)  Analysis: — Subject— Indian;  verb — loves;  ob- 
jects— hunting  and  fishing  ;  indep.  traris.  sentence. 

Examples  : — He  practiced  fencing. 
Lying  he  detests. 
Do  you  decline  serving  1 

20.  Frequently  a  noun  or  pronoun  and  a  participle 
which  is  its  adjunct,  form  the  object  of  a  sentence. 

We  saw  them  lying  in  the  shade. 

{a)  Analysis  :— Subject — We;  verb — saw  ;  ob- 
ject— utheni  lying" — consisting  of  the  participle  and 
the  pronoun  limited  by  it :  indep.  trans,  sentence. 

No  adjuncts  of  the  subject. 

No  adjuncts  of  the  verb. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


75 


Adjunct  of  the  participle  LYING- — in  shade — adverb, 
phrase. 

Adjunct  of  shade — the — adnom.  word 

Examples  : — The  laborer  saw  the  sun  rising. 

The  guards  heard  them  entering  the  outer  gate. 

(b)  Note. — In  the  above  examples,  the  participle  and  the  word  which 
it  limits,  are  used  like  the  infinitive  and  its  subject. 

DEPENDENT  NOMINAL  SENTENCE  AS  OBJECT. 

21.  One  or  several  dependent  nominal  sentences  are 
often  made  the  object  in  a  transitive  sentence. 

The  spy  pretended  that  he  was  a  peddler. 

(a.)  Analysis  : — Subject — spy  ;    verb  —pretended  ; 
object — that  he  was  a  peddler :  indep.  trans,  sentence. 
Adjunct  of  the  subject — the — adnom.  word. 
No  adjunct  of  the  verb. 
The  object  is  a  sentence. 

Connective — that;  subject — he;  verb — was;  com- 
plement of  the  verb — peddler — adnom.  word  :  dep., 
neuter,  nom.  sentence. 

Adjunct  of  peddler — a — adnom.  word. 

No  adjunct  of  the  verb. 

Examples  : — The  witness  strongly  insisted  that  he  told  the  truth. 

The  royalists  believed  that  the  country  would  be  over- 
run by  these  reprobates. 
I  know  who  it  is. 

He  asked  them  when  the  case  would  be  decided. 


76 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


We  now  perceived  that  the  enemy  had  struck  their 
colors. 

We  believe  that  the  soul  is  immortal. 

And  the  Lord  God  called  unto  Adam,  and  said  unto 

him,  where  art  thou  ? 
The  parliament  did  not  know  who  their  enemies  were. 
No  man  knows  when  the  day  of  his  death  will  come. 

INDEPENDENT  SENTENCE  AS  OBJECT. 

22.  Frequently  one  or  more  independent  sentences 
become  the  objects  of  a  transitive  verb.  This  is  the 
case  when  the  objective  sentence  is  not  introduced  by  a 
secondary  connective  either  expressed  or  implied. 

Heaven  help  thee!  cried  the  knight. 

(a.)  Analysis: — Subject— knight ;  verb— cried;  ob- 
ject— "Heaven  help  thee  /"  indep.  transitive  sentence. 
Adjunct  of  the  subject — the — adnom.  word. 
No  adjunct  of  the  verb. 
The  object  is  a  sentence. 

Subject — Heaven;  verb — help;  object — thee;  indep. 
trans,  sentence. 

Examples  : — **  Wisdom,"  said  God,  retires, 

And  counts  it  bravery  to  bear  reproach, 
And  shame,  and  lowly  poverty  :" 
"  Wisdom,"  replies  the  world,  "  stmts  forth  to  gaze, 
Treads  the  broad  stage  of  life  with  clamorous  feet." 

"  And  he  shrieked  out  aloud, 
Clarence  is  come  !  false,  fleeting,  perjured  Clarence 
That  stabbed  me  in  the  field  by  Tewksbury  I 
Seize  on  him,  furies  !  take  him  to  your  torments." 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


77 


23.  The  dependent  nominal  sentence  sometimes 
forms  the  direct  object  of  a  sentence,  while  a  noun  or 
pronoun  is  used  as  the  indirect  object. 

A  hawk  asked  a  little  mouse  that  he  would  liberate  him. 

(a.)  Analysis: — Subject — hawk;  verb — asked;  ob- 
ject (direct) — that  he  would  liberate;  object  (indirect) 
— mouse  :  indep.  trans,  sentence. 

Adjunct  of  the  subject — a — adnom.  word. 

No  adjunct  of  the  verb. 

The  direct  object  is  a  sentence : 

Subject — he;  verb— would ;  dep.  nom.  intrans.  sen- 
tence. 

No  adjunct  of  the  subject. 

Complement  of  the  verb — the  infinitive  liberate; 
object  of  liberate — him. 

Adjunct  of  the  indirect  object — a  and  little — ad- 
nom. words. 

Examples  : — The  general  told  his  army  that  the  enemy  ivas  in  sight. 

They  earnestly  asked  us  who  had  brought  the  news. 
The  peasants  assured  us  that  the  road  was  good. 
The  Secretary  informed  the  council  that  his  report  was 
ready. 


78 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


CHAPTER  IV. 

OF  THE  COMPLEMENT  OF  THE  NEUTER  SENTENCE. 

1.  The  predicate  of  a  neuter  sentence  is  composed 
of  a  verb  and  an  adjunct  of  the  subject 

PREDICATE. 

Example  : — The  wind  is  strong. 

2.  The  adjunct  of  the  subject  in  the  predicate,  is 
called  the  complement  of  the  neuter  verb. 

3.  The  complement  of  the  neuter  verb  may  be  an 
adnominal  word,  an  adnominal  phrase,  or  an  adnominal 
sentence. 

4.  The  adnominal  word  which  forms  the  comple- 
ment of  a  neuter  verb,  may  be  a  noun,  a  pronoun,  a 
participle,  or  an  adjective. 

5.  NOUN  AS  COMPLEMENT. 
The  Indians  were  faithful  allies. 

(a.)  Analysis  : — Subject — Indians  ;  verb — were  ; 
complement  of  the  verb — allies — an  adnominal  word 
— adjunct  of  the  subject. 

Adjunct  of  the  subject — the — adnom.  word. 

No  adjunct  of  the  verb. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


79 


Adjunct  of  the  complement  —  faithful  —  adnom. 
word. 

Examples  : — The  prize  was  a  silver  medal 
Jeffrey  was  the  judge. 
I  am  a  Greek. 
The  boy  became  a  man. 

6.  PRONOUN  AS  COMPLEMENT. 

It  is  I. 

(a.)  Analysis  :— Subject— it ;  verb— is;  comple- 
ment of  the  verb — //  indep.  neuter  ,  sentence. 

Examples  : — Is  that  she  ? 

You  are  he. 
Who  are  they  1 
What  am  1 1 

If  you  are  he  who  you  say  you  are,  I  will 
report  your  case. 

(b.)  Note. — Pronouns  in  the  predicate  of  a  neuter  sentence,  take  the 
subjective  form. 

7.  ADJECTIVE  AS  COMPLEMENT. 

The  way  is  long. 

(a.)  Analysis  : — Subject — may  ;  verb — is  ;  com- 
plement of  the  verb — long — an  adnominal  word — -the 
adjunct  of  the  subject.    The  sentence  is  indep.  neuter. 


Examples  : — The  mountain  is  high. 

u  The  night  was  dark  and  fearful." 
The  world  is  wide. 


80 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


8.  PARTICIPLE  AS  COMPLEMENT. 

His  heart  was  broken. 

(a.)  Analysis  :— Subject — heart;  verb— was]  com- 
plement of  the  verb — broken — adnom.  word — adjunct 
of  the  subject.    The  sentence  is  indep.  neuter. 

Adjunct  of  the  subject — his — adnom.  word. 

Examples  : — The  tower  is  fallen. 

The  butcher  is  killing  the  ox. 
The  ox  is  killed. 
His  heart  was  broken. 
The  boy  was  struck. 

{b.)  Note.— Grammarians  have  usually  distinguished  this  form  of  the 
neuter  sentence,  as  the  passive  farm  of  the  verb. 

{c.)  Note  — The  verb  infinitive  is  sometimes  used  in  the  predicate  of 
a  neuter  sentence,  instead  of  the  future  tense  of  the  same  verb. 

Examples  : — The  governor  is  to  return  to-morrow,  instead  of  "  the 
governor  will  return,  etc." 
"  The  theatre  is  to  be  opened  this  evening,"  instead  of 
"  the  theatre  will  be  opened,  etc." 

9.  ADNOMINAL  PHRASE  AS  COMPLEMENT  OF  THE  VERB. 
My  brother  was  in  the  battle. 

(a.)  Analysis  :  —  Subject  —  brother  ;  verb  —  was  ; 
complement  of  the  verb — in  battle — adnom.  phrase 
— adjunct  of  the  subject.  The  sentence  is  indep. 
neuter. 

Adjunct  of  the  subject — my — adnom.  word. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


81 


No  adjunct  of  the  verb. 

Connectives  of  the  phrase— in — sec.  adverb. 

Essential  element  battle. 

Adjunct  of  battle — the— adnom.  word. 

(b.)  Note. — The  phrase  and  the  sentence  in  the  predicate  of  a  neuter 
sentence,  present  an  anomaly.  They  are  strictly  adjuncts  of  the 
subject,  but  are  connected  directly  to  the  verb  ;  consequently  the  con- 
nective is  adverbial. 

Examples: — The  snow  is  on  the  ground. 

The  murderer  was  under  the  influence  of  strong  drink. 

The  men  were  at  his  control. 

The  Scots  were  beyond  the  mountain. 

The  old  men  and  children  were  at  home,  while  the  strong 

warriors  were  in  the  battle. 
The  witness  seemed  in  his  right  mind. 


10.  ADNOMINAL  SENTENCE  AS  COMPLEMENT  OF  THE 
NEUTER  VERB. 

The  fact  is  that  he  stole  the  money. 

(a.)  Analysis:  Subject— fact ;  verb — is;  comple- 
ment of  the  verb — that  he  stole  the  money;  indep. 
neuter  sentence. 

Adjunct  of  the  subject — the — adnom.  word. 

No  adjunct  of  the  verb. 

The  complement  is  a  sentence ;  connective — that — 

sec.  adverb  :  subject — he;  verb — stole;  object — money ; 

dep.  trans,  adnom.  sentence. 

No  adjunct  of  the  subject. 
4# 


82  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

No  adjunct  of  the  verb. 

Adjunct  of  the  object — the — adnom.  word. 

Examples  : — The  proof  of  his  cowardice  is  that  he  trembled  when 
he  heard  the  cannon,  and  ran  before  he  was  in  dan- 
ger. 

The  greatest  indication  of  peril  was  that  the  captain  turned 
pale. 

The  wonder  is  how  he  escaped. 

The  strangest  part  of  the  story  is  that  he  should  forget  his 
friends. 

The  danger  is  when  the  tide  rises. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


83 


CHAPTER  V 

OF  THE  VERB. 

1.  A  Verb  is  a  word  used  to  express  or  affirm  some- 
thing of  its  subject 

Examples  : — The  lion  roars. 

God  created  man: 

The  weather  remains  cold. 

(a.)  Boars,  created,  and  remains,  are  verbs  because 
they  express  or  affirm  something  of  their  subjects, 
lion,  God,  and  weather, 

2.  Verbs  are  transitive,  intransitive,  or  neuter. 

3.  Verbs  are  transitive  which  require  the  addition 
of  an  object  to  make  complete  sense. 

Examples  : — Industry  overcomes  obstacles. 
We  desire  happiness. 

4.  Verbs  are  called  intransitive  which  make  com- 
plete sense  in  themselves. 

Examples  : — Birds  fly. 

Boys  run. 
God  lives. 


84 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


5.  Verbs  are  called  neuter*  which  are  used  to  affirm 
some  property  or  attribute  of  the  subject. 

Examples  : — James  is  industrious. 

The  soldier  is  wounded. 
The  city  is  in  ruins. 
The  story  became  exciting 
He  seems  a  scoundrel. 
The  fort  looks  strong. 

(a.)  Here,  industrious,  wounded,  in  ruins,  exciting, 
scoundrel,  and  strong,  express  properties,  attributes,  or 
characteristics  of  the  subject,  and  the  verbs  is,  becomes 
and  seems,  are  used  to  assert  these  attributes. 

(a.)  Note.— The  verb  to  be  is  the  most  common  neuter  verb,  but 
look,  seem,  become,  and  others,  are  often  used. 

PERSON  AND  NUMBER  OF  THE  VERB. 

6.  Verbs  are  varied  in  their  form  and  terminations 
to  accord  with  the  person  and  number  of  their  sub- 
jects. This  regularly  occurs,  however,  only  in  the 
termination  of  the  third  person  singular  of  the  present, 
and  in  the  form  of  the  future  tenses. 

Present  Tense.      Future  Tense. 
Singular.  Singular. 

First  Person  I  strike  I  shall  strike. 

Second  Person  You  strike  You  will  strike. 

Third  Person  He  strikes  He  will  strike. 

Plural.  Plural. 

First  Person  We  strike  We  shall  strike. 

Second  Person  You  strike  You  will  strike. 

Third  Person  They  strike  They  will  strike. 

*  Neither  transitive  nor  intransitive. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


85 


MODE. 

7.  Mode  means  manner. 

8.  The  mode  of  a  verb  is  the  manner  in  which  it 
expresses  something  of  its  subject. 

9.  Verbs  have  four  modes,  viz.  :  the  indicative,  the 
subjunctive,  the  imperative,  and  the  infinitive. 

10.  A  verb  is  in  the  indicative  mode  when  it  is  used 
to  make  an  absolute  declaration. 

Examples  : — Horses  run. 

Soldiers  fight. 
We  must  die. 
He  can  win. 

11.  A  verb  is  in  the  subjunctive  mode  when  it  is 
used  to  express  whatever  is  conditional,  assumed,  or 
uncertain. 

Examples  : — When  he  returns. 

If  we  are  alive. 
Though  he  slay  me. 
He  who  labors. 
The  man  whom  we  saw. 

12.  A  verb  may  be  changed  from  the  indicative  to 
the  subjunctive  mode,  by  prefixing  a  secondary  con- 
nective to  the  sentence  in  which  it  stands.  The  verbs 
of  all  dependent  sentences  are  in  the  subjunctive. 

Indicative.  Subjunctive. 

Examples  : — He  returns.  When  he  returns. 

We  are  alive.  If  we  are  alive. 

He  is  industrious.  Though  he  is  industrious 

He  pays  me.  Provided  he  pays  me. 


86  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

13.  A  verb  is  in  the  imperative  mode  when  it  is 
used  to  command,  to  request,  or  to  exhort. 

14.  Verbs  in  the  imperative  are  usually  found  in 
the  second  person,  and  the  subject  is  generally  sup- 
pressed. 

Examples  : — Follow  me. 

Return  to  thy  dwelling. 
Charge  !  Chester,  charge  ! 
Be  merciful. 
Hang  the  rascals. 

15.  The  first  and  third  persons  of  the  verb  in  the 
imperative  mode,  are  sometimes,  though  rarely,  used 
in  our  language. 

Examples  : — "  Turn  we  now  to  the  past." 

"  My  soul,  turn  from  them,  turn  we  to  survey 
Be  it  so. 

"  Oh  !  once  again  to  freedom's  cause  return, 
The  patriot  Tell,  the  Bruce  of  Bannockburn." 

16.  A  verb  is  in  the  infinitive  mode  when  it  repre- 
sents action  or  being,  abstractly,  and  does  not  change 
its  form  to  agree  with  the  person  and  number  of  a 
subject. 

Examples  : — To  walk. 

To  be. 

17.  The  infinitive  is  usually  introduced  by  the  con- 
nective to,  but  after  bid,  dare,  let,  make,  need,  see,  feel, 
hear,  may,  can,  must,  might,  could,  would,  should,  arid 
sometimes  have  and  help,  to  is  not  used. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


87 


PARTICIPLES. 

18.  Participles  are  adnominal  words  derived  from 
verbs,  and  partaking  of  their  nature.  They  may  also 
perform  the  office  of  some  of  the  other  parts  of  speech, 
most  frequently  that  of  nouns. 

19.  Participles  have  no  reference  to  time;  they 
simply  show  the  action,  being,  or  state  of  the  verbs 
from  which  they  are  derived  as  finished  or  unfinished; 
they  are,  therefore,  called,  perfect  or  imperfect  parti- 
ciples. 

20.  Imperfect  participles  represent  action  or  being 
in  a  state  unfinished  and  continuing. 

Examples  : — Striking. 

Moving. 
Reading. 
Being. 
Remaining. 

21.  Imperfect  participles  always  terminate  in  ing. 

22.  Perfect  participles  represent  action  or  being  as 
finished. 

Examples  : — Having  struck. 
Struck. 
Having  loved. 
Loved. 
Having  been. 
Injured. 

23.  Transitive  verbs  have  three  participles,  two 
active  and  one  passive. 


88  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

24  Participles  are  active  when  the  noun  they  limit 
is  assumed  as  the  actor. 

The  prisoner  is  shooting  his  guards. 

(a.)  Shooting  is  an  active  participle  because  the  noun 
which  it  limits  is  the  actor.  It  is  imperfect  because 
the  action  is  represented  as  unfinished. 

Haying  slain  the  sentinels,  the  insurgents  took  possession  of  the 
fort. 

(b.)  Having  slain  is  a  perfect  participle  because  it  rep- 
resents action  as  finished — active  because  the  noun 
insurgents  which  it  limits  is  represented  as  the  actor. 

25.  Participles  are  passive  when  the  nouns  which 
they  limit  are  represented  as  receiving  the  action. 

The  robber,  struck  to  the  ground,  teas  easily  captured. 

(a.)  Struck  is  a  perfect  participle,  because  it  repre- 
sents the  action  as  finished :  it  is  passive  because  the 
noun  it  limits  is  represented  as  receiving  the  action. 

Example  : — Bozzaris,  slain  in  battle,  left  a  deathless  name. 
PARTICIPLES  of  the  transitive  veeb  LOVE 

ACTIVE. 

Imperfect  Loving. 

Perfect   .Having  loved. 

PASSIVE. 

Perfect  Loved. 

26.  Intransitive  verbs  have  two  participles :  the 
perfect  and  the  imperfect. 

Tht  snow  fallling  fast  nearly  blinded  us. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  89 

(a.)  Falling  is  an  imperfect  active  participle  from  the 
intransitive  verb  to  fall 

Having  walked  all  day,  he  was  very  much  fatigued. 

(b.)  Raving  walked  is  a  perfect  active  participle  from 
the  intransitive  verb  to  walk. 

Example  : — The  carrier  pigeon,  flying  in  circles,  rises  to  an  immense 
height. 

PARTICIPLES  OF  THE  INTRANSITIVE  VERB  WALK. 
ACTIVE. 

Imperfect  Walked. 

Perfect  Having  walked. 

27.  Neuter  verbs  have  two  participles :  the  perfect 
and  the  imperfect  The  neuter  participle  requires 
for  its  complement  an  adjunct  of  the  noun  it 
limits. 

We  found  him  seeming  more  composed. 

(a.)  Seeming  is  an  imperfect  neuter  participle  limit- 
ing him.  Composed,  the  adjunct  of  him,  is  the  comple- 
ment of  seeming. 

Having  been  twice  defeated,  the  army  was  nearly  destroyed. 

(b.)  Having  been  is  a  perfect  neuter  participle  limit- 
ing army,  and  defeated,  the  complement  of  having  been, 
is  a  perfect  passive  participle  also  limiting  army. 

Examples  :— -Being  weary,  I  lay  down  to  rest. 

Having  become  roused,  he  would  not  be  soothed. 


90 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


TENSE. 

28.  Tense  is  a  change  in  the  form  or  temination  of 
a  verb  to  indicate  the  time  of  the  action,  being,  or 
state  which  the  verb  expresses. 

29.  Verbs  have  three  tenses  corresponding  to  the 
three  great  divisions  of  time,  viz  :  the  present,  the 
past,  and  the  future. 

Example  : — Present  I  strike. 

Past  I  struck. 

Future  I  shall  strike. 

30.  In  each  tense,  action  or  being  may  be  affirmed 
in  three  ways. 

PRESENT  TIME. 

1st.  As  unfinished  and  continuing  I  am  looking. 

2d.  Without  reference  to  its  completion   „ .  .1  look. 

3d.  As  finished  1  have  looked. 

PAST  TIME. 

1st.  As  unfinished  or  continuing  I  was  looking. 

2d.  Without  reference  to  its  completion  I  looked. 

3d.  As  finished  I  had  looked. 

FUTURE  TIME. 

1st.  As  unfinished  or  continuing  I  shall  be  looking. 

2d.  Without  reference  to  its  completion  I  shall  look. 

3d.  As  finished  I  shall  have  looked. 

81.  Since  the  unfinished  or  progressive  tenses  of 
the  verb  are  formed  by  uniting  a  corresponding  tense 
of  the  verb  to  be  with  an  imperfect  participle,  they  are 
classed  with  neuter  sentences  and  need  not,  therefore, 
appear  in  the  regular  conjugation  of  the  tenses. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  91 

/  teas  looking. 

(a.)  Analysis  :— Subject— I;  verb— was;  comple- 
ment of  the  verb — looking — adjunct  of  the  subject ;  an 
indep.  neut.  sentence. 

32.  The  regular  arrangement  of  the  tenses  includes 
'only  two  forms  in  each  tense. 

PRESENT  TIME. 

Present  tense  I  look. 

Present  tense  perfect  in  state  I  have  looked. 

PAST  TIME. 

Past  tense  I  looked. 

Past  tense  perfect  in  state    1  had  looked. 

FUTURE  TIME. 

Future  tense  I  shall  look. 

Future  tense  perfect  in  state  I  shall  have  looked. 

33.  The  three  tenses  representing  action  or  being 
in  a  finished  state,  are  called  perfect  tenses,  viz :  pre- 
sent perfect,  past  perfect,  and  future  perfect. 

Present  perfect  1  have  looked. 

Past  perfect  I  had  looked. 

Future  perfect  I  shall  have  looked. 

34.  The  word  looked,  which  is  found  in  each  perfect 
tense,  is  a  perfect  participle  without  the  auxiliary 
having. 

35.  In  all  the  perfect  tenses,  finished  action  is  shown 
by  this  perfect  participle,  while  the  variation  of  time  is 
shown  by  the  different  tenses  of  the  auxiliary  verb  have. 

Present    I  have. 

Past,    I  had. 

Future  I  sriall  have. 


92  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

36.  The  perf.  participle  of  the  verb  boh  is  looked. 
Placing  this  after  the  present  tense  of  the  verb  have, 
we  form  the  present  perfect  tense,  viz:  I  have  looked; 
in  which  the  verb  have  shows  the  time,  and  the  perfect 
participle  looked  the  state.  The  other  two  perfect 
tenses  are  formed,  in  a  similar  manner. 

Present  perfect 
Past  perfect.  .  . 
Future  perfect. 

37.  These  tenses  being  composed  of  two  elements 
or  parts,  are  called  compound  tenses. 

38.  The  three  tenses  simply  denoting  time  are 
called  simple  tenses. 

FORMATION  OF  THE  TENSES. 

39.  The  present  tense  is  the  simplest  form  of  the 
verb. 

Examples  : — I  live.  We  move.  -They  plow. 

40.  In  emphatic,  interrogative,  and  negative  sen- 
tences, the  auxiliary  do  is  placed  before  the  verb. 

Examples  : — Perdition  seize  the^,  but  I  do  love  thee. 
Do  you  intend  to  stay  1 

This  compliance,  however,  does  not  satisfy  the  people. 

41.  The  perfect  present  tense  is  formed  by  placing 
have  before  the  perfect  participle. 

Examples  : — I  have  lived.  They  have  plowed. 


TIME.  STATE. 

,  I  have  looked. 
I  had  looked. 
I  shall  have  looked. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


93 


42.  The  past  tense  is  formed  regularly  by  adding  d 
or  ed  to  the  present. 

Examples  : — I  lived.  1  moved.  We  plowed. 

43.  This  tense  is  formed  in  emphatic,  interrogative, 
and  negative  sentences  by  placing  did  the  past  of  do 
before  the  verb  of  the  present. 

Examples  : — He  did  tell  me  a  lie. — —They  did  not  deny  it. 
Did  the  storm  last  all  night  1 

44.  The  present  perfect  tense  is  formed  by  placing 
had  before  the  perfect  participle. 

Examples  : — I  had  lived.-  They  had  plowed 

45.  The  future  tense  is  formed  by  prefixing  shall  or 
will  to  the  form  used  in  the  present  infinitive  without 
the  participle. 

Examples  : — We  shall  move.-  They  shall  plow. 

46.  When  we  wish  simply  to  foretell  or  predict,  shall 
is  used  in  the  first  person,  and  will  in  the  second  and 
third;  but  when  we  wish  to  express  determination  or 
compulsion,  will  is  used  in  the  first  person,  and  shall  in 
the  second  and  third. 

DETERMINATION, 

PREDICTION.  OR  COMPULSION. 

c  I  shall  work.  c  I  will  work. 

Siugular.  <  You  will  work.  Singular.  <  You  shall  work. 

(  He  will  work.  (  He  shall  work. 

£  Wre  shall  work.  (  We  will  work. 

Plural.  <  You  will  work.  Plural.  <  You  shall  work. 

(  They  will  work.  (  They  shall  work. 

47.  The  future  perfect  tense  is  formed  by  placing 
shall  or  will  have,  before  the  perfect  participle. 

Examples  : — We  shall  have  moved.  They  shall  have  plowed. 


94  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

DEFINITION  OF  THE  TENSES. 

48.  The  present  tense  indicates  present  time. 

Examples  : — I  talk. 

We  work. 

49.  The  present  perfect  tense  usually  indicates  that 
the  action  or  existence  expressed  by  the  verb  is  fin- 
ished in  present  time. 

Examples  : — I  have  talked. 

We  have  worked. 

50.  The  past  tense  indicates  simply  past  time. 

Examples  : — I  talked. 

We  worked. 

51.  The  past  perfect  tense  indicates  that  the  action 
or  existence  expressed  by  the  verb  was  finished  in  past 
time. 

Examples  : — I  had  talked. 

We  had  worked. 

52.  The  future  tense  indicates  future  time. 

Examples  : — I  shall  talk. 

You  will  work. 

53.  The  future  perfect  tense  indicates  that  the  ac- 
tion or  existence  expressed  by  the  verb  will  he  finished 
in  future  time. 

Examples  : — I  shall  have  talked. 

We  shall  have  icorked. 

(a.)  In  this  tense  shall  and  will  are  used  in  the  same 
manner  as  in  the  simple  future. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  95 

SYNOPSIS  OF  THE  TENSES  OF  THE  VERB  TALK. 

Present  I  talk. 

Present  perfect  I  have  talked. 

Past  I  talked. 

Past  perfect  I  had  talked. 

Future  I  shall  talk. 

Future  perfect  I  shall  have  talked. 

CONJUGATION. 
54.  Conjugation  is  a  regular  arrangement  of  the 
verb  showing  its  various  modes,  tenses,  persons,  and 
numbers. 

CONJUGATION  OF  THE  REGULAR  VERB  TURN. 


INDICATIVE  MODE.  SUBJUNCTIVE  MODE. 

1.  I  turn  When  I  turn. 

2.  You  turn  When  you  turn. 

50  C  3.  He  turns   .When  he  turns. 

£  t  1.  We  turn  When  we  turn. 

^  <  2.  You  turn  When  you  turn. 

r*.  (  3.  They  turn  When  they  turn. 

(  ^  (  1.  I  have  turned..  Wlien  I  have  turned. 

.£  i  2.  You  have  turned  When  you  have  turned. 

52  (  3.  He  has  turned  When  he  has  turned. 

^  C  l.  We  have  turned  When  we  have  turned. 

4!  <  2.  You  have  turned  •  •  •  •  .When  you  have  turned. 

(  3.  They  have  turned  When  they  have  turned. 

^  (  1.  I  turned  When  I  turned. 

.§.'■<  2.  You  turned  When  you  turned. 

50  (  3.  He  turned  When  he  turned. 

^  i  1.  We  turned  When  we  turned. 

~§  <  2.  You  turned  When  you  turned. 

^  C  3.  They  turned..  When  they  turned. 

^  (  1.  I  had  turned  When  I  had  turned. 

.§  <  2.  You  had  turned,  When  you  had  turned. 

^  (  3.  He  had  turned  When  he  had  turned. 

^  (  1.  We  had  turned  When  we  had  turned. 

jj§  -<  2.  You  had  turned  When  you  had  turned. 

.     (  3.  They  had  turned  When  they  had  turned. 


96  ANALYSIS  OF  THE  ENGLISH  SENTENCE, 

f  ^  f  1.  I  shall  turn  When  I  shall  turn. 

I  .sf  •<  2.  You  will  turn  When  you  will  turn. 

3.  He  will  turn  When  he  will  turn. 

1.  We  shall  turn  When  we  shall  turn 

2.  You  will  turn  When  you  will  turn. 

3.  They  will  turn  When  they  will  turn. 

INDICATIVE  MODE.  SUBJUNCTIVE  MODE. 

1.  I  shall  have  turned  When  I  shall  have  turned. 

2.  You  will  have  turned  When  you  will  have  turned. 

^  (  3.  He  will  have  turned  WThen  he  will  have  turned. 

1.  We  shall  have  turned  When  we  shall  have  turned. 

2.  You  will  have  turned  When  you  will  have  turned. 

3.  They  will  have  turned  When  they  will  have  turned. 

IMPERATIVE  MODE. 

Present  Tense — Turn,  or  turn  you. 

INFINITIVE  MODE, 

Present  Tense — To  turn.    Present  Perfect — To  have  turned. 

55.  The  indicative  and  subjunctive  modes  have 
each  six  tenses.  The  form  of  the  verb  is  the  same 
in  both  modes. 

56.  The  verb  of  every  dependent  sentence  is  in  the 
subjunctive  mode.  The  connective  when  is  given  in 
the  conjugation,  but  the  learner  should  be  required 
to  inflect  the  subjunctive  mode  with  other  secondary 
connectives;  as,  if,  though,  while,  since,  unless,  &c, 
and  also  with  a  relative  pronoun  and  its  antecedent; 
as — 

I  who  turn. 
You  who  turn. 
He  who  turns. 

57.  In  the  present  tenses  of  this  mode  is  found  a 
subjunctive  form  differing  from  the  indicative  and 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  97 

common  subjunctive.  This  form  is,  however,  obso- 
escent. 

Example  : — I  will  go  if  he  return. 

58.  The  peculiarity  of  this  form  is,  that  there  is  no 
change  in  the  verb  to  show  its  person  and  number. 

SUBJUNCTIVE  MODE. 


COMMON  FORM.  SUBJUNCTIVE  FORM. 

f  4  (  1.  If  I  turn  If  I  turn. 

.s  }  2.  If  you  turn  If  you  turn. 

g     ^  f  3.  If  he  turns  .  If  he  turn. 

«  ) 

pf     ^  c  1.  If  we  turn  If  we  turn. 

*  I  -I  <  2.  If  you  turn   .If  you  turn. 

(3.  If  they  turn   .If  they  turn. 

fe.  f  ^  c  1.  If  I  have  turned  If  I  have  turned. 

|     .sf  <  2.  If  you  have  turned   .If  you  have  turned. 

^  (  3.  If  he  has  turnecl  If  he  have  turned. 

|     ^  c  1.  If  we  have  turned  If  we  have  turned. 

§         <  2.  If  you  have  turned  If  you  have  turned 

*  W  (  3.  If  they  have  turned  If  they  have  turned. 


59.  The  subjunctive  form  is  used  in  the  present 
tenses  to  indicate  doubt  and  future  time.  It  has,  on 
this  account,  been  regarded  by  some  grammarians 
as  an  elliptical  future. 

Example  : — If  he  (shall)  return. 

60.  In  the  neuter  verb  to  be,  the  subjunctive  form 
extends  through  all  the  tenses.  This  verb  has,  there- 
fore, two  forms  through  the  entire  subjunctive  mode, 
one  like  the  indicative  and  the  other  without  change 

of  form  or  termination  to  show  its  person  and  number. 

5 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


To  be 


To  have  been. 


2  S  J2 


1  a  9 
^  o  o> 


£  o  S 


goo 

03  03  03 
03  ~& 


03    03  ^ 

S   H  S3 

•  CO  03  ro  . 
S                        03  3 

H^K        ^  >H  H 


h  N  03  N  C5 


d  c  Q 

5  <J3  03 

03  03 

^  & 


03^  £  ^^3' 


K° 


h  h  (M  CO 


£  03 


£  J5 


O   0J  o 


03  £ 

§1" 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


99 


w 
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100 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


61.  In  the  present  and  past  tenses,  condition  or  un- 
certainty is  often  expressed  by  the  subjunctive  form 
without  the  sec.  connective.  In  such  sentences  the  auxil- 
iary of  the  perfect  past  tense  and  the  principal  verb  in 
the  simple  tenses  are  placed  before  the  subject. 

Example  :— "  Were  he  a  coward,  he  would  have  trembled." 

(a.)  This  expression  is  the  same  in  meaning  as  "  If 
he  were  a  coward,  he  would  have  trembled." 

(«.)  SUBJUNC.  FORM  WITH  SUBJUNC.  FORM  WITHOUT 

THE  SEC.  CONNECTIVE.  THE  SEC.  CONNECTIVE. 

If  I  had  been  Had  I  been. 

If  you  had  been  Had  you  been. 

If  he  had  been  Had  he  been. 

If  we  had  been  Had  we  been. 

If  you  had  been  Had  you  been. 

If  they  had  been  Had  they  been. 

62.  The  infinitive  mode  has  two  tenses:  the  pres- 
ent and  the  present  perfect. 

63.  The  verb  of  this  mode  is  usually  introduced  by 
the  particle  to,  and  is  generally  regarded  as  an  abstract 
noun. 

64.  A  verb  in  the  imperative  mode  is  used  only  in 
the  present  tense,  and  is  generally  found  in  the  second 
person.  The  subject  is  usually  understood :  when  ex- 
pressed it  is  commonly  placed  after  the  verb  or  the 
auxiliary  do. 

65.  A  regular  verb  is  a  verb  that  forms  its  past 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  101 

tense  and  perf.  participle,  by  adding  d  or  ed  to  the 
present. 

Example: — Present— I  turn;   past — I  turned;  perf.   participle — 

turned. 

66.  Irregular  verbs  are  those  which  do  not  form 
their  past  tense  and  perf.  participle  by  adding  d  or  ed 
to  the  present. 

Example  : — Present — I   draw ;   past — I   drew  ;   perf.   participle — 

drawn. 

67.  The  principal  parts  of  a  verb  are  the  present,  the 
past,  and  the  perf,  active  or  neuter  participle. 

68.  The  principal  parts  are  so  called  because  when 
these  are  known,  the  verb  may  be  easily  conjugated 
through  all  its  modes  and  tenses  by  the  general  rules 
for  their  formation. 

(a.)  Note. — The  incorrect  use  of  the  tenses  of  the  irregular  verb,  is  a 
fruitful  source  of  blunders.  The  perf.  participle  is  often  used  for  the 
past  tense. 

Examples  : — "  I  done  it."    ,l  They  seen  him  :"  instead  of  u  I  did  it." 
"  They  saw  him." 

(b.)  Note. — The  past  tense  is  sometimes  used  instead  of  the  perf. 
participle. 

Example  : — "  The  men  had  went." 

69.  The  principal  parts  of  an  irregular  verb  are 
found  by  reference  to  the  table  which  follows.  Take, 
for  example,  the  irregular  verb  draw.    By  reference 


102  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

to  the  table  we  find  its  present  is  u  draw"  its  past 
"  drew"  its  perf.  participle  drawn. 

From  the  present,  we  form  the  future  tense  by  pre- 
fixing shall  or  will,  and  have  the  three  simple  tenses. 

Present  I  draw. 

Past  I  drew. 

Future  I  shall  draw. 

We  now  proceed  to  form  the  compound  tenses. 

(b.)  The  present  perfect  is  formed  be  prefixing  the 
present  tense  of  the  verb  have,  to  the  perfect  active 
participle  :  thus — I  have  drawn. 

(c.)  The  past  perfect  tense  is  formed  by  prefixing 
had,  (the  past  tense  of  the  verb  have,)  to  the  same  par- 
ticiple :  thus — I  had  drawn. 

(d.)  The  future  perfect  tense  is  formed  by  prefixing 
shall  have,  (the  future  tense  of  have,)  to  the  same  parti- 
ciple :  thus — I  shall  have  drawn. 

(e.)  We  can  now  give  a  complete  synopsis  of  the 
tenses  of  the  verb  draw. 


SIMPLE  TENSES. 

Present  I  draw. 

Past  I  drew. 

Future  I  shall  draw. 


COMPOUND  TENSES. 

Present  perf. . .  I  have  drawn. 

Past  perf.  I  had  drawn. 

Future  perf. ...  I  shall  have  drawn. 


70.  Arrangement  of  the  tenses  according  to  their 
order. 


Present  

Present  perfect. 
Past  


I  draw. 

I  have  drawn. 

,1  drew. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


103 


Past  perfect  I  bad  drawn. 

Future  I  shall  draw. 

Future  perfect  I  shall  have  drawn. 

71.   SYNOPSIS   OF  THE  TENSES   OF  THE   VERB  ABIDE. 

Principal  Parts  : — Present  indicative  I  abide. 

Past  indicative  I  abode. 

Perfect  participle  Abode. 

Present  I  abide. 

Present  perfect  I  have  abode. 

Past  I  abode. 

Past  perfect  I  had  abode. 

Future..  I  shall  abide. 

Future  perfect  I  shall  have  abode. 

72.  SYNOPSIS  OF  THE  TENSES  OF  THE  VERB  COME. 

Principal  Parts  : — Present  indicative  I  come. 

Past  indicative  I  came. 

Perfect  participle  Come. 

Present  I  come. 

Present  perfect  I  have  come. 

Past    ..I  came. 

Past  perfect  I  had  come. 

Future  I  shall  come. 

Future  perfect  I  shall  have  come. 

73.   SYNOPSIS   OF  THE   TENSES   OF  THE   VERB  DO. 

Principal  Parts  : — Present  indicative  I  do. 

Past  indicative  I  did. 

Perfect  participle  Done. 

Present.. .  I  do. 

Present  perfect  I  have  done. 

Past  I  did 

Past  perfect  I  had  done. 

Future  .  •-  I  shall  do. 

Future  perfect  *  I  shall  have  done. 


104 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


74.  SYNOPSIS  OF  THE  TENSES  OF  THE  VERB  EAT. 

Principal  Parts  '.—Present  indicative  j  eat 

Past  indicative   j  ate 

Perfect  participle  Eaten> 

Resent  j  eat 

Present  perfect  I  have  eaten. 

Past  late. 

Past  perfect  I  had  eaten. 

Future  I  shall  eat. 

Future  perfect  I  shaI1  have  eaten< 


75.  SYNOPSIS  of  the  tenses  of  the  verb  GIVE. 

Principal  Parts  '.—Present  indicative  I  gjve> 

Past  indicative  m  m  \  o.ave 

Perfect  participle  Given. 

Present  j  gjve 

Present  perfect  J  have  given. 

Fast  I  gave. 

Past  perfect  I  had  given. 

Future  I  shall  give. 

Future  perfect  I  shall  have  given. 


76.  SYNOPSIS  of  the  tenses  of  the  verb  GO. 

Principal  Parts  : — Present  indicative  j  ao 

Past  indicative  j  went. 

Perfect  participle  Gone. 

Present  j  g0< 

Present  perfect  I  have  gone, 

Past  I  went. 

Past  perfecf  I  had  gone. 

Future  I  shall  go. 

Future  perfect  I  shall  have  gone. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


105 


77.   SYNOPSIS  OF  THE  TENSES  OF  THE  VERB  SEE. 


Principal  Parts  : — Present  indicative 
Past  indicative  . . 
Perfect  participle. 

Present  

Present  perfect  

Past  

Past  perfect  

Future  

Future  perfect  %  . 


 I  see. 

,  I  saw. 

 Seen. 

I  see. 

.1  have  seen. 
I  saw. 
I  had  seen. 
,1  shall  see. 
.1  shall  have  seen. 


78.  In  the  following  list,  the  irregular  verbs  are 
classified  according  to  the  similarity  of  form  in  the 
past  tense  and  perfect  participle. 

79.  Verbs  of  the  first  class  change  the  vowel  of 
their  final  syllable  in  the  present,  into  e  to  form  the 
past  tense,  and  add  en  to  the  present  to  form  the  per- 
fect participle. 

present.  past.  perf.  part. 

Fall  fell  fallen. 

Befall  befell  befallen. 

80.  Verbs  of  the  second  class  terminate  in  the  past 
tense  in  ew,  and  their  perfect  participle  ends  in  wn. 

PRESENT.  PAST.  PERF.  PART. 

Blow  blew  blown. 

Throw  threw  thrown . 

Know  knew  .  known . 

Grow   grew  grown. 

Fly  ...flew  flown.  , 

Draw  drew  drawn. 

5* 


106 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


81.  Verbs  of  the  third  class  change  the  vowel  or 
diphthong  of  the  present  into  o  to  form  the  past  tense 
and  perfect  participle,  and  their  perfect  participles  end 
in  en. 

PERF.  PART. 

.woven. 
.  cloven. 
,  .frozen, 
.stolen, 
.spoken, 
.broken, 
.chosen, 
.begotten, 
.trodden, 
.forgotten. 

(a.)  Similar  verbs  having  oo  in  the  past  tense  and  a 
in  the  perf.  participle. 

P^ST.  PERF.  PART. 

shook  shaken. 

took    taken. 

forsook  forsaken. 

82.  Verbs  of  the  fourth  class  change  the  diphthong 
of  the  present  into  o  to  form  the  past  tense  and  perf. 
participle,  the  participle  ending  in  n. 


PRESENT.  PAST. 

Weave  wove  , 

Cleave  clove., 

Freeze  froze. 

Steal  stole., 

Speak  spoke 

Break  broke. 

Choose..  chose. 

Beget  begot. 

Tread  trod.. . 

Forget  forgot 


PRESENT. 

Shake.. 
Take.. . 

Forsake 


PRESENT.  PAST.  PERF.  PART. 


Swear. 


■swore  sworn. 


Bear  bore  borne. 

Forbear  forbore  forborn. 

Tear  tore  torn. 

We»  ware  worn. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


107 


83.  Verbs  of  the  fifth  class  change  %  of  the  present 
into  o  to  form  the  past  tense,  the  perf.  participle  re- 
taining the  i  and  ending  in  en. 

PRESENT.  PAST.  PERF.  PART. 

Rise  .  rose  risen. 

Arise  arose  arisen. 

Smite  smote.  smitten. 

Ride  rode  ridden  or  rode. 

Stride  strode  .  .stridden. 

Drive  drove..  . . . .  driven. 

Thrive  throve  ........... .thriven. 

Strive  strove  striven. 

Write  wrote   written. 

84.  Verbs  of  the  sixth  class  change  i  of  the  present 
into  a  in  the  past,  and  into  u  in  the  perf.  participle. 

PRESENT.  PAST.  PERF.  PART. 

Begin  began.......  begun. 

Sing  sang.... .............. sung. 

Spring  sprang  sprung. 

Ring  rang  rung 

Shrink  shrank  y.  .shrunk. 

Sink  sank   sunk. 

Drink  drank   .  drunk. 

Swim  swam  swum. 

85.  Verbs  of  the  seventh  class  change  the  vowel  of 
the  present  into  u  to  form  the  past  tense  and  perf. 
participle,  which  are  alike. 


PRESENT.  PAST. 

Dig  dug  .....dug. 

Stick...  stuck  stuck 

Burst,  .burst.  .,  ........  *  burst 


PERF.  PART. 


108 


ANALYSIS  OP  THE  ENGLISH  SENTENCE. 


PRESENT.  PAST.  pERp  PART. 

Stink  stunk  stunk. 

Sllnk  «lunk  sIunk. 

Slm§  "lung..  slung. 

StnnS  strung  strung. 

Clln«  dnng  clung. 

FhnS  flung  flung. 

^tlng  stung  stuDg. 

RlnS  rung  ru„g. 

Swln£  swung  swung. 

ff11  spun  spun. 

Han£'R*  hung  hung. 

86.  Verbs  of  the  eighth  class  have  their  past  tense 
and  perf.  participles  alike,  and  each  of  these  parts 
contains  the  diphthong  ou  or  au. 

PRESENT.  PAST.  pERp  fart 

Find  found   ...found. 

Blnd  bound  bound. 

Grmd  ground  grounc|. 

Wmd  wound  wound. 

FlSht  fought  f0Ught. 

Buy  bought  bought. 

Seek  sought  sought. 

Teach  taught  taught. 

Catch  caught  caught. 

BnnS  brought  brought. 

Beseech  besought  besought. 

Work-  E  wrought  wrought. 

Thmk  thought  thought. 

87.  Verbs  of  the  ninth  class  have  their  past  tenses 
and  perf.  participles  alike,  both  ending  in  d. 


*  Verbs  marked  s,  have  also  a  regular  form. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


109 


PRESENT.  PAST.  PERF.  PART. 

Bleed  bled  bled. 

Breed  bred  bred. 

Lead  led  led. 

Shed  shed  shed. 

Read  read  read. 

Shred  shred  shred. 

Hear  heard  .  heard. 

Speed  .sped  sped. 

Flee  ...fled   fled. 

Rid  rid  rid. 

Hold  held  held. 

Clothe,  r  clad  . .  .clad. 

Say  said  said. 

Pay  paid  paid. 

Lay  laid  laid. 

Have  had  had. 

Sell  sold   sold. 

Tell  told  told. 

Spread  spread   spread. 

Stand  stood  stood. 

Shoe  shod  shod. 

88.  Verbs  of  the  tenth  class  have  their  past  tenses 
and  perf.  participles  alike,  both  ending  in.  t 

present.  past.  perf.  part. 

Bet  bet  bet. 

Set  set  .set. 

Let  let  let. 

Meet  met  met. 

Beat  beat  beat  or  beaten. 

Bend  bent  bent. 

Bite  bit  bit  or  bitten. 

Build  built.  built. 

Bereave,  r  bereft.  .  bereft. 

Cast  cast  cast. 

Cost  cost   .cost. 


110 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Creep  crept. 

Sleep  slept  . 

Weep  wept. 

Sweep  swept. 

Leap,  r  leapt . 

Keep  kept . . 

Deal  dealt.  . 

Feel  felt... 

Dwell  dwelt  . 

Smell  smelt. 

Kneel  knelt.  , 

Dream,  r  dreamt 

Get   got... 

Gild,  r  gilt  t  m  m 

Gird,  r.  u  ,  o-irt.  . 

Hit.....  .hit..., 

Sit  sat  .  .  . 

Knit  knit... 

Leave  left>  m  t 

Lend  lent... 

Send  

Rend..  

Mean  

Light*  


PERF.  PART. 


  .crept. 

 slept. 

 wept. 

 swept. 

 leapt. 

 kept. 

 dealt. 

 felt. 

...   dwelt. 

  smelt. 

 knelt. 

 dreamt. 

 got. 

 gilt. 

 girt. 

 hit. 

 sat. 

 knit. 

 left. 

 lent. 

•sent.  gent. 

rent   ..rent. 

meant  meant. 

to  lit. 


.lost. . 
.put. , 
.quit, 
.shut . 
.slit . . 


.lost, 
.put. 
.  quit, 
.shut, 
.slit. 


Loose  

Put  

Quit  

Shut  

Slit  I ' 

Spit  spit  or  spat  spit 

fUt •  SPI*  split. 

^ SWeat  «weat 

Sm8t "thrust  thrust. 

Wet'  R  wet  wet 

89.  Verbs  of  the  eleventh  class  form  their  past 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Ill 


tenses  regularly  and  their  perf.  participles  irregular- 
ly, the  latter  ending  in  m 

PRESENT.  PAST.  PERF.  PART. 

Grave,  r  graved  graven. 

Shave  shaved  shaven. 

Hew  hewed  hewn. 

Lade  laded  laden. 

Mow  mowed  mown,  r. 

Rive  rived  riven. 

Saw  sawed   sawn,  R 

Shear  sheared  shorn. 

Show  showed  shown. 

Sow  •  •  .sowed  sown. 

Strew  strewed  strown. 

Swell  swelled  swollen,  R. 

90.  Verbs  of  the  twelfth  class  form  their  past  tenses 
irregularly  and  their  perf.  participles  regularly. 


PRESENT. 


PAST.  PERF.  PART. 

Crow.  •  crew.  .crowed. 

Dare  durst,  r  dared. 

DEFECTIVE  VERBS. 
91.  Defective  verbs  are  those  which  are  not  found 
in  all  the  principal  parts.    They  are— 

PRESENT.  PAST.  PERF.  PART. 

Ought  ought.  — — 

 m  quoth  •  

.    wist   


Beware.   

May  might. 

Can  could.  . 

_   should. 

,   would. 

Must.  must.. 


112  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

92.  These  verbs  have  no  perfect  participle  and  con- 
sequently no  compound  tenses. 

(a.)  Beware  is  found  only  in  the  imperative  and 
infinitive. 

(b.)  Quoth,  and  wist  are  found  only  in  the  indicative 
mode. 

(c.)  May  and  can  with  their  past  tenses,  and  should, 
would,  and  must,  are  found  in  the  indicative  and  the 
subjunctive,  and  are  always  followed  by  the  infinitive 
without  the  particle  to.  Grammarians  have  usually 
classed  these  words,  as  forming  a  separate  mode  of  the 
verb.  They  seem,  however,  to  be  entirely  analogous 
to  the  verbs  bid,  dare,  let,  &c#J  with  the  infinitive. 
Take,  for  example,  the  sentence,  "I  can  and  dare 
oppose  the  measure  What  grammarian  will  deny 
that  the  infinitive  oppose  bears  the  same  relation  to 
can  as  to  dare  ?  The  omission  of  the  potential  mode 
tends  much  to  simplify  the  classification  of  the  verb. 

(a.)  The  tense  of  ought  and  must  is  determined  by 
the  tense  of  the  infinitive  which  follows  them. 

UNIPERSOXAL  VERBS. 

93.  Unipersonal  verbs  are  those  which  are  used 
only  in  the  third  person  and  singular  number,  the  in- 
definite pronoun  it  being  the  subject. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


113 


94.  They  are  generally  indicative  of  the  state  of 
the  weather. 

Examples  : — It  rains. 

It  snows. 
It  lightens. 
It  thunders. 
It  hails. 

95.  Many  other  verbs  are  used  unipersonally. 


Examples 


:— It  becomes  us. 
It  behooves  me. 
It  seems. 


114 


ANALYSTS  OF  THE  ENGLISH  SENTENCE. 


CHAPTEE  VI. 

OF  ADJUNCTS. 

1.  An  adjunct  is  any  word,  phrase,  or  sentence, 
joined  to  a  word  to  limit  or  modify  it. 

2.  Adjuncts  are  of  two  kinds,  adnominal  and  ad- 
verbial. 

3.  An  adjunct  which  limits  a  noun  or  pronoun  is 
called  an  adnominal  adjunct 

4.  An  adjunct  which  limits  a  verb,  adjective, parti- 
ciple,  or  adverbial  word,  is  called  an  adverbial  adjunct. 

ADNOMINAL  ADJUNCTS. 

An  adnominal  adjunct  consisting  of  a  single 
word,  is  called  an  adnominal  word. 

6.  An  adnominal  adjunct  consisting  of  a  phrase,  is 
called  an  adnominal  phrase. 

7.  An  adnominal  adjunct  consisting  of  a  sentence, 
is  called  an  adnominal  sentence. 

ADJUNCTS  OF  THE  SUBJECT.— ADNOMINAL  WORDS. 

8.  The  subject  may  be  limited  by  adnominal  ivords. 

Examples  ; — Industrious  men  succeed. 
Peter  turning  said. 
Seven  warriors  were  slain. 
The  house  was  overthrown. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


115 


9.  Frequently  several  adnominal  words  modify  a 
single  subject. 

Examples  :—The  splendid  palace  was  destroyed. 
The  good  old  man  replied. 

10.  An  adnominal  word  which  limits  the  subject 
may  be  a  noun  possessive. 

Examples  : — The  General's  horse  fell  under  him. 

The  people's  candidate  defeated  himself. 
A  Buffalo's  strength  lies  in  his  neck. 

(a.)  Note. — The  possessive  form  is  derived  from  the  old  Saxon 
genitive  (possessive)  whose  termination  was  is;  as,  Johnis  hat.  To 
prevent  the  inconvenience  of  pronouncing  an  additional  syllable,  the 
i  was  dropt  and  the  omission  marked  by  an  apostrophe  ;  thus,  John's  hat. 
In  cases  where  the  word  ended  in  s,  the  entire  termination  was  dropt, 
and  the  omission  marked  by  an  apostrophe ;  thus,  boys'  hat,  instead  of 
boyis  hat.  This  is  also  true  when  the  word  ends  in  an  (s)  sound  ;  as 
conscience'  sake. 

The  minstrel's  music  filled  the  hall. 

(b.)  MinstreVs  is  an  adnominal  word — a  noun  pos- 
sessive limiting  music. 

Examples  : — Freedom's  stronghold  is  among  rocks  and  mountains. 

The  emperor's  guard  consisted  of  three  hundred  and 
twenty  grenadiers. 

11.  An  adnominal  word  which  limits  the  subject, 

may  be  a  personal  prono  un  possessive. 

Examples  : — His  father  died. 

Our  hopes  are  blasted. 
My  eye  is  dim. 
Your  words  are  true. 


H6  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

12.  SYNOPSIS  OF  THE  PERSONAL  PRONOUNS  POSSESSIVE. 

SING.  PLURAL. 

First  Person  My  Our. 

Second  Person  Your  Your. 

™.vB  {  His  Their. 

Third  Person,   j  Her  Their. 

'  Its  Their. 

Examples  : — Our  days  are  as  the  grass. 

Your  words  are  friendly. 
Their  trials  proved  blessings. 
His  works  remain. 
The  tree  dies  and  its  leaves  fall. 

13.  An  adnominal  word  limiting  the  subject  may 
be  a  noun  in  apposition. 

14.  A  noun  annexed  to  another  noun  to  explain  or 
characterize  it,  is  said  to  be  in  apposition  with  it. 

Samuel,  the  prophet,  anointed  David. 

(a.)  Prophet  is  an  adnominal  word-a  noun  in  ap 
position  characterizing  Samuel 

Examples  .—Pitt,  the  orator,  addressed  the  people. 

Jonathan,  the  son  of  Saul,  died  with  his  father. 
Peter,  the  hermit,  preached  the  first  crusade. 

\  15'  Pr°Per  names  are  often  adnominal  words  used  to 
limit  the  subject. 

Richard  Cromwell  defeated  the  royal  forces. 

(a.)  Richard  is  an  adnominal  word-a  proper  noun 
limiting  Cromwell. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  117 

Examples  : — James  Stuart  succeeded  to  the  crown  of  England. 
Thomas  Paine  wrote  the  "  Age  of  Reason." 
The  Tremont  House  stands  in  Tremont-street. 

16.  An  adnominal  word  which  limits  the  subject 
may  be  a  common  noun. 

Captain  Kidd  concealed  his  treasures. 

(a.)  Captain  is  an  adnominal  word — a  common 
noun  used  to  limit  Kidd. 

Examples  : — Senator  Hale  opposed  the  resolution. 

King  James  abdicated  his  throne. 

General  Bonaparte  was  beaten  at  Waterloo. 

17.  An  adnominal  word  which  limits  the  subject, 
may  be  an  intensive  pronoun. 

18.  The  intensives  are  formed  by  prefixing  the 
personal  pronoun  possessive  of  the  first  or  second  person, 
or  the  personal  pronoun  objective  of  third  person,  to  the 
word  self  or  selves. 

SING-  PLURAL. 

First  Person  Myself.  Ourselves. 

Second  Person  Yourself,  Yourselves. 

(  Himself  Themselves. 

Third  Person   <  ..  Herself.  Themselves. 

(  Itself...  Themselves. 

The  king  himself  has  followed  her. 

(a.)  Himself  is  an  adnominal  word — an  intensive 
pronoun  limiting  king. 


118 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Examples  : — I  myself  will  attend  to  the  affair. 

We  ourselves  are  much  to  blame. 

You  have  yourself  forfeited  all  claim  to  pity. 

The  jurymen  themselves  were  stung  with  remorse. 

19.  The  subject  is  sometimes  contained  in  (and 
limited  by)  one  of  the  double  pronouns,  mine,  thine, 
his,  hers,  yours,  theirs. 

20.  These  words  are  compound  in  office,  represent- 
ing both  the  possessor  and  the  thing  possessed. 
Their  forms  determine  the  person  and  number  of  the 
pronoun  possessive,  while  the  number  and  person  of 
the  noun  possessed,  must  be  determined  by  referring  to 
it,  as  it  will  always  be  expressed  in  another  part  of 
the  sentence. 

Your  pupils  are  idle,  mine  are  industrious. 

(a.)  Mine  is  a  double  pronoun  representing  the 
possessor  and  the  thing  possessed.  As  a  pronoun 
possessive  limiting  the  subject,  it  is  first  person,  singu- 
lar number  and  stands  for  my  ;  as  subject  of  the  sen- 
tence, it  stands  for  pupils,  and  is  a  pronoun,  third 
person,  plural  number. 

Examples  : — Thine  be  the  glory  ;  ours  the  endless  bliss. 

My  brother  has  arrived ;  yours  will  be  here  soon. 
Your  friends  are  many  ;  mine  are  few, 

21.  An  adnominal  word  which  limits  the  subject, 

may  be  a  relative  or  interrogative  pronoun  possessive. 

(a.)  Note. —  Whose  is  the  common  possessive  of  all  the  relative  and 
interrogative  pronouns. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  119 
The  man  whose  effort  had  failed,went  away  disheartened. 

(b.)  Whose  is  an  adnominal  word — a  relative  pro- 
noun possessive,  limiting  effort. 

Whose  son  are  you  1 

(c.)  Whose  is  an  adnominal  word — an  interrogative 
pronoun  limiting  son. 

Examples  :— A  mountain  whose  top  was  covered  with  snow,  arose  on 
our  left. 
Whose  house  was  burned  1 
Whose  invention  was  it  1 
Sancho,  whose  ire  was  aroused,  replied. 
"  Oh  !  thou  Eternal  One  whose  presence  bright 
All  space  doth  occupy." 

22.  An  adnominal  word  limiting  the  subject,  may 
be  an  adjective. 

Strong  giants  lived  in  olden  time. 

(a.)  Strong  is  an  adnominal  word,  an  adjective,  used 
to  limit'giants. 

Examples  :- — Five  princes  were  present. 
This  book  is  yours. 
The  man  must  be  mad. 
Great  oaks  grow  there. 

23.  Adjectives  are  divided  into  two  classes ;  viz., 
qualifying  and  specifying. 

24.  A  qualifying  adjective  limits  a  noun  by  ex- 
pressing some  quality  existing  in  it. 

Examples  : — Good  men  are  happy. 

Strong  drink  is  raging. 


120 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


COMPARISON  OF  ADJECTIVES. 

25.  Comparison  is  a  change  of  termination  or  form 
in  adjectives,  to  express  different  degrees  of  quality. 

26.  Qualifying  adjectives  have  three  degrees  of 
comparison ;  the  positive,  the  comparative,  and  the 
superlative, 

27.  The  positive  degree  simply  expresses  a  quality. 

Examples  : — Strong  giants. 

Good  men. 
Mighty  heroes. 

28.  The  comparative  degree  implies  a  comparison 
between  two  objects,  and  expresses  a  quality  in  a 
degree  higher  than  the  positive. 

Examples  : — Stronger  giants. 

Better  men. 
Mightier  heroes. 

29.  The  superlative  degree  implies  a  comparison 
between  three  or  more  objects,  and  expresses  quality 
in  the  highest  degree. 

Examples  : — Strongest  giants 
Best  men. 
Mightiest  heroes. 

30.  The  positive  degree  is  the  simplest  form  of  the 
word. 

31.  The  comparative  degree  of  monosyllables  is 
regularly  formed  by  adding  r  or  er  to  the  positive. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


121 


32.  The  superlative  degree  of  monosyllables  is 
regularly  formed  by  annexing  st  or  est  to  the  posi- 
tive. 

33.  Dissyllables  ending  in  ly  preceded  by  a  con- 
sonant, form  their  comparatives  and  superlatives  by 
changing  y  into  i,  and  adding  er  and  est 

Example  : — Lovely,  lovelier,  loveliest, 

34.  Dissyllables  ending  in  le  are  compared  by 
adding  r  for  the  comparative,  and  st  for  the  superla- 
tive degree. 

Example     -Nolle,  nobler,  noblest. 

35.  Dissyllables  whose  terminations  readily  coalesce, 
form  their  comparatives  and  superlatives  by  adding  r 
or  er  and  st  or  est 

36.  All  other  qualifying  adjectives  are  compared 
by  placing  before  them  the  adverb  more  for  the 
comparative,  and  most  for  the  superlative. 

Example  : — Beautiful,  more  beautiful,  most  beautiful. 

37.  A  slight  degree  of  quality  is  expressed  by 
the  termination  ish. 

Example  : — Blackish,  bluish. 

38.  Degrees  of  diminution  are  expressed  by  the 

adverbs  less  and  least 

Example  : — Ignorant,  less  ignorant,  least  ignorant. 

6 


122 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Examples  of  Adjectives  : — 
Tall  trees  grow. 

A  beautiful  morning  dawned  upon  us. 
Nobler  men  never  lived. 
The  tallest  man  in  the  regiment  was  Arthur. 
The  most  powerful  influence  was  now  at  work. 
A  more  impudent  scoundrel  w*s  never  known. 

39.  Many  adjectives  expressing  a  quality  which  is 
invariable,  are  not  compared. 

Example  : — Perfect,  straight,  round,  square. 

40.  A  specifying  adjective  merely  points  out  or 
specifies  the  noun  which  it  limits. 

Examples  : — The  house. 

5i>  horses, 

41.  All  numeral  adjectives  are  included  in  this  class. 

42.  Many  specifying  adjectives  have  a  plural  form, 
and  agree  in  number  with  the  nouns  they  limit. 

Singular.  Plural. 

This  these. 

That   those. 

(a.)  Note. — Many  of  the  specifying  adjectives  are  used  as  adjective 
pronouns. 

Examples  : — This  is  excellent  and  warms  the  heart. 
That  is  improbable. 


43.  An  adnominal  word  limiting  the  subject  may 
be  a  participle : 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  123 

44.  First ;  an  imperfect  participle  transitive  or  intran- 
sitive, as : — 

Breaking  into  the  low  countries,   the  Highlanders   committed  great 
depredations. 

(b.)  Analysis  :  —  Subject  —  Highlanders ;  verb  — 
committed;  object  —  depredations;  indep.  trans,  sen- 
tence. 

Adjunct  of  the  subject — the  and  breaking — adnom. 
words. 

Adjunct  of  breaking — into  countries- — adv.  phrase  ; 
connective  into — sec.  adverb,  connective :  essential 
element — countries  ;  adjuncts  of  countries — the  and  low 
— adnom.  words. 

No  adjunct  of  the  verb. 

Adjunct  of  the  object — great — adnom.  word. 

Examples  : — Sailing  westward  Columbus  discovered  the  islands. 
He  fell  fighting  like  a  tiger. 
Night  descending  covered  the  earth  with  gloom. 
Walking  over  the  fields,  I  found  much  to  recall  the  conflict 
to  my  mind. 

45.  Secondly ;  an  imperfect  participle  neuter,  as  : — 

Being  lazy,  he  desired  no  employment. 

(a.)  Analysis  : — Subject — he;  verb — desired;  ob- 
ject— employment ;  indep.  trans,  sentence. 

Adjunct  of  the  subject — being — adnom.  word — an 
imperfect  neuter  participle. 


124  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Complement  of  being  —  lazy —  adnom.  word,  and 
farther  adjunct  of  the  subject. 
No  adjunct  of  the  verb. 
Adjunct  of  the  object— no — adnom.  word. 

46.  The  neuter  participle,  like  the  neuter  verb,  is 
followed  by  some  element  which  is  called  its  comple- 
ment. The  same  word  which  the  participle  neuter 
limits,  is  also  limited  by  this  complement. 

Examples  : — Being  weary,  he  fell  asleep. 

Seeming  uncalled,  for,  it  attracted  no  notice. 
Beixg  interested  in  the  subject,  he  continued  his  inves- 
tigations. 

47.  Thirdly;  a  perfect  participle  transitive  or  intransi- 
tive, as  : — 

Haying  killed  the  guards,  the  prisoner  escaped. 

(a.)  Analysis: — Subject — prisoner;  verb — escaped; 
indep.  intrans.  sentence. 

Adjunct  of  the  subject — -having  killed — adnom.  Avord 
— -a  perfect  active  participle. 

Object  of  having  hided — guards. 

Adjunct  of  guards — the — adnom.  word. 

No  adjunct  of  the  verb. 

Examples  : — Having  partaken  of  our  hospitality,  the  strangers  de- 
parted. 

We  awoke,  having  slept  soundly  all  night. 

Raving  seen  the  operation,  I  can  speak  with  certainty. 

48.  Fouthly;  a  perfect  participle  neuter,  as: — 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  125 
Having  been  interrupted,  the  speaker  sat  down. 

(a.)  Analysis  : — Subj ect — speaker  ;  verb — sat ;  in- 
dep.  intrans.  sentence. 

Adjunct  of  the  subject — having  been — adnom.  word 
—a  perfect  participle  neuter. 

Complement  of  having  been — interrupted — adnom- 
word — an  adjunct  of  the  subject. 

Farther  adjunct  of  speaker — the — adnom.  word. 

Adjunct  of  the  verb — down — -adverb,  word. 

Examples  -.—Having  been  once  overreached  we  were  exceedingly 
wary. 

Having-  become  mad,  he  was  confined  in  the  asylum. 
49.  Fifthly;  a  perfect  participle  passive,  as  : — 

The  king,  dressed  in  royal  robes,  appeared. 

(a.)  Analysis  : — Subj  ect — king  ;  verb — appeared  ; 
indep.  intrans.  sentence. 

Adjunct  of  the  subject- — the — adnom.  word. 

Farther  adjunct  of  the  subject — dressed — adnom. 
word — a  perfect  participle  passive. 

Adjunct  of  dressed — in  robes— adverb,  phrase; 
connective — in — sec.  adv. ;  essential  element — robes. 

Adjunct  of  robes — royal — adnom,  word. 

No  adjunct  of  the  verb. 

Examples  : — Mingled  with  the  multitude,  were  seen  several  nobles. 

The  left  wing  advanced,  supported  by  the  cavalry. 
The  patience  of  the  people,  tried  too  often,  finally  gave 
way 


126 


AS  J  LYSIS  OF  THE  ENGLISH  SENTENCE , 


Exhausted  by  hunger  and  long  marches,  the  little 

band  fell  an  easy  prey  to  overpowering  numbers. 
Being  interested  he  did  not  decide  fairly. 

(b.)  Note. — The  participle  neuter  and  its  complement  being  distinct 
elements,  should  always  be  parsed  separately. 

ADNOMINAL  PHRASES. 

50.  The  subject  may  be  limited  by  an  adnominal 
phrase. 

51.  A  phrase  consists  of  a  noun  or  pronoun,  or 
some  element  used  substantively )  preceded  by  a  secondary 
connective. 

52.  This  element  is  called  the  essential  element  of  the 
phrase. 

58.  The  subject  may  be  limited  by  an  adnominal 
phrase  whose  essential  element  is  a  noun. 

The  morals  of  the  crusaders  corrupted  the  heathen. 

(a.)  Analysis  : — Subject — morals ;  verb — corrupt- 
ed; object— heathen ;  indep.  trans,  sentence. 

Adjunct  of  the  subject — the — adnom.  word. 

Farther  adjunct  of  the  subject — of  crusaders — ad- 
nom. phrase  :  connective — of— sec.  adnom. ;  essential 
e  1  e  m  e  n  t — crusader  s . 

Adjunct  of  crusaders — the — adnon.  word. 

ISTo  adjunct  of  the  verb. 

ISTo  adjunct  of  the  object. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


127 


Example,?  : — Brutus'  affection  for  his  son  could  not  overcome  his 

sense  of  justice. 
His  desire  for  fame  was  a  ruling  passion. 
Our  efforts  to  please  have  succeeded. 
The  life  of  a  madman  is  a  troubled  dream. 
The  road  to  town  was  obstructed. 
His  failure  in  the  expedition  proved  disastrous. 
The  beams  under  the  bridge  gave  way. 

54.  The  subject  may  be  limited  by  a  phrase  whose 
essential  element  is  a  pronoun. 

My  letter  to  him  will  explain  my  conduct. 

(a.)  Analysis: — Subject  —  letter  ;  verb  —  will  ex- 
plain] object — conduct;  indep.  trans,  sentence. 

Adjunct  of  the  subject — my — adnom.  word. 

Farther  adjunct  of  the  subject— to  him — adnom. 
phrase ;  connective — to — sec.  adnom. ;  essential  ele- 
ment— him. 

No  adjunct  of  the  verb. 

Adjunct  of  the  object — my — adnom.  word. 

(b.)  Note. — The  personal  pronouns  and  the  relative  pronoun  who, 
when  they  become  the  essential  elements  of  a  phrase,  take  the  ob- 
jective form  ;  thus — with  me,  of  thee,  by  him,  for  whom,  with  them,  to 
her. 

Examples  : — My  love  for  thee  was  wonderful. 

The  search  for  him  was  unsuccessful. 
My  stay  with  thee  shall  be  short. 

The  embassador's  business  with  them  was  well  known. 
A  message  from  her  is  on  the  table. 
The  monastery,  the  road  to  which  was  not  easily  found, 
stood  in  the  grove. 


l^O  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

55.  The  subject  may  be  limited  by  a  phrase  whose 
essential  element  is  a  participle. 

His  exertions  in  wrestling  had  exhausted  him. 

(a.)  Analysis  '.—subject— exertions  ;  verb— had  ex- 
hausted; object — him;  indep.  trans,  sentence. 

Adjunct  of  the  subject — his — adnom.  word. 

Farther  adjunct  of  the  subject— in  wrestling— ad- 
nom. phrase— connected  by  in— sec.  adnom.  connec- 
tive. 

Essential  element  of  the  phrase— wrestling— &  parti- 
ciple used  nominally  (as  a  noun). 
No  adjunct  of  the  verb. 
No  adjunct  of  the  object. 

Examples  : — Weariness  from  marching  bore  heavily  upon  us. 

The  delay  in  bringing  provisions  was  disastrous. 

The  possibility  of  escaping  seemed  dubious. 

The  crime  of  killing  a  fellow  man,  finds  no  parallel. 

ote. — When  the  essential  element  of  a  phrase  is  a  transitive 
participle  it  will,  like  a  transitive  verb,  be  followed  by  an  object,  and 
the  adjuncts  of  the  participle  may  be  either  adnominal  or  adverbial. 

The  necessity  for  guarding  the  frontier  became  daily  more  apparent. 

(c.)  Analysis:— Subject— necessity;  verb— became ; 
complement— apparent—  adnom.  word;  indep.  neuter 
sentence. 

Adjunct  of  the  subject—  the — adnom.  word. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  129 

Farther  adjunct  of  the  subject— -for  guarding ' — ad- 
nom.  phrase. 

Connective  of  the  phrase— -for — sec.  adnom.  con- 
nective. 

Essential  element  of  phrase — guarding— &  transitive 
participle  used  nominally. 

Object  of  the  participle — frontier. 
Adjunct  of  frontier — the — adnom.  word. 
Adjunct  of  the  complement — more — adnom.  word. 

Examples  :— The  good  effect  of  encouraging  art  is  obvious  to  all. 
The  habit  of  wasting  time  clings  to  us. 

The  necessity  of  being  prudent  was  quite  evident. 

56.  Note. — The  expression  "  being  prudent,"  corresponds  to  the  pre- 
dicate of  the  neuter  sentence  "  he  is  prudent."  The  neut.  verb  is  is 
changed  to  the  imp.  neut.  participle  being,  and  the  fact  which  the 
sentence  asserts  is  here  merely  assumed. 

(a)  Analysis  : — Subject — necessity ;  verb — was  ; 
complement — evident ;  indep.  neut.  sentence. 

Adjunct  of  the  subject— the— adnom.  word. 

Farther  adjunct  of  the  subject— of  being— adnom. 
phrase,  which  is  followed  by  the  complement— pru- 
dent. 

Connective— of—  sec.  adnom. ;  essential  element — 
being. 

No  adjunct  of  the  verb. 

Adjunct  of  the  complement— quite  ;  adverb,  word. 

6* 


130  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

The  prospect  of  being  a  prisoner,  discouraged  me. 

(b.)  Analysis  :— Subject— prospect;  verb — discou- 
raged; object — me;  indep.  trans,  sentence. 

Adjunct  of  the  subject — the — adnom.  word. 

Farther  adjunct  of  the  subject— of  being — adnom. 
phrase. 

Connective— of—  sec.  adnom. ;  essential  element — 
being — which  is  followed  by  its  complement— prisoner. 
Adjunct  of  prisoner — a — adnom.  word. 
No  adjunct  of  the  verb. 
No  adjunct  of  the  object. 

Our  joy  at  being  releasedywas  great. 

(c.)  In  this  case  the  complement  of  the  imp.  neut. 
participle  is  the  perf.  pass,  participle  released. 

The  fact  of  his  having  been  convicted  of  the  ft,  was  notorious. 

id)  Analysis  :— Subject— fact;  veih—ivas;  com- 
plement— notorious;  indep  neut.  sentence. 

Adjunct  of  the  subject — the—  adnom.  word. 

Farther  adjunct  of  the  subject— of  having  been— ad- 
nom. phrase  ;  connective— of—  sec.  adnom. ;  essential 
element— having  been,  which  has  for  its  complement 
the  perf.  passive  participle  convicted. 

Adjunct  of  having  been — his — adnominal  word. 

Adjunct  of  convicted—  of  theft— adverb,  phrase. 

No  adjunct  of  the  verb. 

No  adjunct  of  the  complement  of  the  verb. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


131 


Examples  : — The  habit  of  being  intoxicated  had  grown  upon  him. 

The  folly  of  seeming  what  we  are  not,  is  often  proved. 
The  possibility  of  becoming  a  drunkard  ought  to  warn 
every  one  who  tampers  with  the  cup. 

57.  The  subject  may  be  limited  by  an  adnorn. 
phrase  whose  essential  element  is  a  verb  infinitive. 

The  desire  to  drink  raged  within  him. 

(a.)  Analysis  : — Subject— desire  ;  verb — raged  ; 
indep.  intrans.  sentence. 

Adjunct  of  the  subject— the— ad nom.  word. 

Farther  adjunct  of  the  subject — to  drink — adnom. 
phrase,  consisting  of  a  verb  in  the  infinitive  mode. 

Connective— to— sec.  adnom. ;  essential  element — 
drink. 

Adjunct  of  the  verb — within  him — adverb,  phrase. 

Examples  :— His  intention  to  strangle  the  prisoners, was  put  in  execu- 
tion. 

A  desire  to  excel  spurred  him  on. 

A  deteimination  to  succeed  in  all  that  he  undertook,  cha- 
racterized him. 
Motives  to  act  uprightly  are  constantly  before  us. 

(b.)  Note. — The  particle  to  which  usually  precedes  the  infinitive, 
has  no  signification  of  its  own,  and  consequently  does  not,  like  other 
connectives,  show  a  relation.  It  has,  however,  a  connecting  power, 
and  therefore,  for  the  sake  of  convenience,  we  have  placed  it  among 
connectives  of  the  secondary  class. 

Power  to  overcome  difficulties  lies  in  an  invincible  will 

(c.)  Analysis:— Subject— power;  verb— lies;  in- 
dep. intrans.  sentence. 


ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

Adjunct  of  the  subject— to  overcome— adnominal 
phrase,  whose  essential  element  is  a  verb  in  the  in- 
finitive mode. 

Object  of  to  overcome — difficulties. 

Adjunct  of  the  verb— in  will— adverb,  phrase. 

Connective— irc — sec.  adverb.:  essential  element  

will 

Adjuncts  of  will— an  and  invincible— adnom. 
words. 

(d.)  Note. — When  the  infinitive,  used  as  essential  element  of  a 
phrase,  is  transitive,  it  requires  an  object. 

Examples  : — His  effort  to  effect  a  reconciliation  failed. 

The  ability  to  speak  French  correctly,  is  not  easily  ac- 
quired. 

His  desire  to  be  a  king  was  gratified. 

(e.)  Analysis  : — Subject — desire;  verb— was;  com- 
plement— gratified. 

Adjunct  of  the  subject — his — adnom.  word. 

Farther  adjunct  of  the  subject — to  be — adnominal 
phrase. 

Connective — to — sec.  adnom. ;  essential  element — 
be — complement  of  the  neuter  infinitive — king. 
Adjunct  of  king — a — adnom.  word. 

Examples  : — His  determination  to  be  foremost  in  every  enterprise, was 
manifest. 

ADNOMINAL  SENTENCES. 

58.  The  subject  may  be  limited  by  a  dependent  ad- 
nominal sentence. 


ANALYSIS  OF  TOE  ENGLISH  SENTENCE. 


133 


An  adjunct  which  limits  a  noun,  is  adnominal. 

(a.)  Analysis  : — SUBJECT — adjunct ;  VERB— ^ ; 
COMPLEMENT— adnominal 

Adjunct  of  the  SUBJECT — an — adnom.  word. 

Farther  adjunct  of  the  SUBJECT — which  limits 
noun— -dep.  trans,  adnom.  sentence  ;  connective — ■ 
which — sec.  adnom.;  SUBJECT — which  ;  verb — limits; 
object — noun. 

Adjunct  of  the  object—a— adnominal  word. 

No  adjunct  of  the  VERB. 

No  adjunct  of  the  COMPLEMENT. 

(b.)  Note. — In  the  analysis  of  this  and  the  following  examples,  the 
principal  parts  of  the  indep.  sentence  are  printed  in  large  capitals,  while 
the  same  parts  of  the  dep.  sentences  are  printed  in  smaller  type.  When, 
in  any  part  of  the  analysis,  the  subject  or  any  principal  part  of  either 
sentence  is  mentioned,  the  same  type  is  used. 

A  comet  which  was  heretofore  unknown,  has  made  its  appearance. 

(c.)  Analysis  : — SUBJECT — comet;  VERB — has 
made;  OBJECT — appearance  ;  indep.  trans,  sentence. 

Adjunct  of  the  SUBJECT— a— adnom,  word. 

Farther  adjunct  of  the  SUBJECT — which  was  un- 
known— dep.  neut.  adnom.  sentence  ;  connective— 
which  ;  subject — which  ;  VERB — was  ;  COMPLEMENT 
— unknown. 

Adjunct  of  unknown — heretofore — adverb,  word. 

The  VERB  has  no  adjuncts. 

Adjunct  of  the  OBJECT— fe— adnominal  word. 


134  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

(d.)  The  candidate  whom  we  elected,  gained  a  large  majority  of  votes. 

(e.)  Analysis  : — SUBJECT  —  candidate  ;  VEEB 
— gained;  OBJECT — majority ;  indep.  trans,  sentence. 

Adjunct  of  the  SUBJECT — the — adnom.  word. 

Farther  adjunct  of  the  SUBJECT — whom  we  elect- 
ed—  dep.  trans,  adnominal  sentence;  connective — 
whom — sec.  adnom.;  subject — we;  VERB — elected; 
object — whom. 

The  VERB  has  no  adjuncts. 

Adjunct  of  the  OBJECT — a  and  large— adnom. 
words. 

Farther  adjunct  of  the  OBJECT — of  votes— adnom. 
phrase. 

Examples  :— -The  power  which  brings  a  pin  to  the  ground,  holds  the 

earth  in  its  orbit. 
The  event  which  I  have  mentioned,  transpired  long  ago. 
The  pledge  that  this  sot  had  made,  was  soon  violated. 
This  accession  which  was  heralded  as  a  godsend  to  the 

army,  was  the  true  cause  of  its  defeat. 

Such  philosophers  as  investigated  the  subject,  were  satisfied. 

(f.)  Analysis:— SUBJECT— philosophers;  VEEB 
-were  ;  COMPLEMENT — satisfied. 

Adjunct  of  the  SUBJECT — such — adnom.  word. 

Farther  adjunct  of  the  SUBJECT — as  investigated 

subject — dep.  trans,  adnom.  sentence  ;  connective  

as;  subject  as ;  verb — investigated ;  OB je ct — sub* 
ject. 

Adjunct  of  the  object— the— adnom.  word. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


135 


The  VERB  has  no  adjuncts. 

The  COMPLEMENT  has  no  adjuncts. 

(g.)  Note. — After  such,  same,  used  as  an  adjective  pronoun,  and 
many  or  much  limited  by  as  or  so,  as  is  a  relative  pronoun. 

As  many  as  heard,  believed. 

(h.)  Analysis  : — SUBJECT — many;  VERB — be- 
lieved;  indep.  sentence.  {Many  here  is  an  adjective 
pronoun.) 

Adjunct  of  many  (as  an  adjective) — as — adverb, 
word. 

Adjunct  of  many  (as  a  pronoun) — as  heard — dep. 
adnom.  sen. ;  connective — as— sec.  adnom. ;  sub- 
ject— as  ;  VERB — heard. 

The  VERB  has  no  adjuncts. 

Examples: — As  much  as  I  have,  I  will  give  to  you. 

Such  instances  of  fidelity  as  I  have  now  to  record,  are 
few. 

As  much  plunder  as  the  Indians  had  stolen,  was  brought  back  by  the 
whites. 

As  noble  men  as  the  world  ever  saw,  pledged  themselves  to  the  cause. 

(i.)  Note. — In  examples  like  the  above,  when  as  follows  a  qualifying 
adjective  which  is  itself  preceded  by  as  or  so,  the  ellipsis  is  easily  sup- 
plied. In  the  example  referred  to,  we  may  say  as  noble  men  as  those 
are  whom  the  world  ever  saw,  pledged,  SfC.  SfC. 

59.  The  compound  relative  pronoun  includes  both 
the  antecedent  and  the  relative. 

60.  The  relative  part  as  a  sec.  adnom.  connective, 
joins  a  sentence  to  the  antecedent  part. 


136  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

What  you  say-,  is  true. 

(a.)  Analysis  :— SUJEOT  —  what;  (antecedent) ; 
VERB — is  ;  COMPLEMENT — true  ;  indep.  neut, 
sentence. 

Adjunct  of  the  SUBJECT — what  you  say — dep. 
trans,  adnom.  sentence ;  connective— what  (rela- 
tive); subject  you  /  verb — say  *  object — what  (rel- 
ative.) 

The  VERB  and  COMPLEMENT  have  no  adjuncts. 
(b.)  In  cases  similar  to  the  above,  what  is  equivalent 

in  office  to  that  luhich. 

(c.)  Note.— When  the  word  ever  is  annexed  to  what,  the  analysis 
is  the  same. 

Examples  : — What  you  did,  was  wrong. 

What  I  said,  was  not  understood. 

61.  The  connective  than,  by  ellipsis  of  an  element, 
is  sometimes  used  as  a  relative  and  connective  of  an 
adnominal  sentence. 

A  larger  sum  than  my  father  could  afford,  was  expended  on  my 

education. 

(a.)  Analysis  : — SUBJECT — sum  ;  VERB — was ; 
COMPLEMENT — expended ;  indep.  neat,  sentence. 

Adjuncts  of  the  SUBJECT — a  and  larger— adnom. 
words. 

Farther  adjunct  of  the  SUBJECT  as  limited  by 

larger— than  my  father  could  afford—  dependent  adnom- 


ANALYSTS  OF  THE  ENGLISH   SENTENCE.  137 

inal  sentence;  connective— than ;  subject— -father  ; 

VERB — could;  INFINITIVE  COMPLEMENT  OF  THE  VERB 

— afford. 

Adjunct  of  father — my — adnom.  word. 
Object  of  the  infinitive  afford— than. 

Examples  : — More  slaves  than  were  needed,  were  employed. 

A  broader  prairie  than  we  had  before  seen,  now  stretched 
out  before  us. 

More  than  was  sufficient  for  our  necessities,  was  con- 
tributed. 

82.  While  the  relative  pronoun  is  the  connective  of 
an  adnom.  sentence,  it  is  also,  in  many  cases,  the 
essential  element  of  a  phrase  which  limits  some  other 
word. 

Fame  of  which  he  knew  the  emptiness,  was  despised. 

(a.)  Analysis:— SUBJECT-; fame;  VERB — was; 
COMPLEMENT — despised;  indep.  neut.  sentence. 

Adjunct  of  the  SUBJECT— of  ivhich  he  knew  empti- 
ness— dep.  adnom.  sentence  ;  connective  —  ivhich  ; 
SUBJECT — he;  verb — knew;  OBJECT — emptiness. 

No  adjunct  of  the  subject. 

The  VERB  has  no  adjuncts. 

Adjunct  of  the  object — of  ivhich — adnom.  phrase. 

The  VERB  has  no  adjuncts. 

The  COMPLEMENT  has  no  adjuncts. 

Socrates,  the  life  of  whom  proved  his  uprightness,  died  by  poison. 

(a.)  Analysis  : — SUBJECT  —  Socrates ;  VERB — 
died ;  itid.  intrans.  sentence. 


138  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Adjunct  of  the  SUBJECT — life  of  whom  proved  his 
uprightness— dep.  trans,  adnom.  sentence ;  connective 
—whom;  subject — life  ;  veeb — proved  ;  object— 
uprightness* 

Adjunct  of  the  subject— the— adnom.  word. 
Farther  adjunct  of  the  subject— of  whom— adnom. 
phrase;  connective—  of—  sec.  adnom.;  essential 

ELEMENT — whom. 

No  adjunct  of  the  verb. 

Adjunct  of  the  object — his — adnom.  word. 

Adjunct  of  the  VEEB — by  poison — adverb,  phrase; 
connective  by  sec.  adverb. ;  essential  element 
— poison. 

(b.)  Thus  whom  not  only  connects  the  dep.  sentence 
to  Socrates,  but  is  also  the  essential  element  of  a  phrase 
limiting  life. 

The  only  man  that  i  was  acquainted  with,  was  absent. 

(c.)  In  this  case,  that  connects  the  sentence  that  I 
was  acquainted  with,  to  man,  and  is  also  the  essential  ele- 
ment of  an  adverb,  phrase  connected  by  with  to  ac- 
quainted. 

The  difficulties  under  which  he  labored,  were  countless. 

(d.)  In  this  sentence,  which  connects  he  labored  to 
difficulties,  and  the  phrase  under  which  limits  labored. 

Much  OF  WHAT  HE  COLLECTED,  WdS  Worthless. 

(e.)  Analysis  : — SUBJECT — much;  VEEB  was  • 

COMPLEMENT — worthless ;  ind  neat  sentence. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  139 

Adjunct  of  the  SUBJECT  —  of  what —  adnom. 
phrase  ;  connective — of— sec.  adnom. ;  essential 
element — what  (antecedent.) 

Adjunct  of — WHAT  (antecedent) — what  he  collected  ; 
connective — what  (relative)  ;  subject — he  ;  verb — 
collected;  object — ivhat  (relative);  dep.  trans,  adnom. 
sentence. 

63.  The  relative  pronoun  possessive  limits  a  noun 
as  an  adnom.  word,  and  as  a  connective  joins  the 
sentence  which  it  introduces,  to  its  antecedent. 

The  man  whose  life  is  correct,  is  respected. 

(a )  Analysis  :  —  SUBJECT — man  ;  VERB — is  ; 
COMPLEMENT— respected;  ind.  neut.  sentence. 

Adjunct  of  the  SUBJECT — the — adnom.  word. 

Farther  adjunct  of  SUBJECT — whose  life  is  correct; 
connective — ivhose ;  subject — life;  verb — is;  com- 
plement— correct ;  dep.  neut.  adnom.  sentence. 

Adjunct  of  subject — whose — adnom.  word. 

Examples  : — The  courtier  whose  opinion  was  asked,  assented. 

The  kin^  whose  wound  at  first  seemed  fatal,  recovered. 
A  lake  whose  surface  glistened  like  silver,  lay  at  the  base 
of  the  hill. 

It  was  a  doctrine  whose   acceptance   depended    on  the 
ignorance  of  the  masses. 

84.  SENTENCES  CONNECTED  TO  THE  SUBJECT  BY  OTHER 
SEC.  ADNOM.  CONNECTIVES. 


The  day  when  i  expected  to  go,  arrived. 


140  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

(a)  Analysis  :  —  SUBJECT — day  ;  VERB  ar- 
rived; ind.  intrans.  sentence. 

Adjunct  of  the  SUBJECT — the — adnom.  word. 

Farther  adjunct  of  the  SUBJECT — when  I  expected 
to  go;  CONNECTIVE  —  when;  SUBJECT  —  /;  verb— 
expected;  object— to  go;  dep.  trans,  adnom.  sentence, 

"  Knowest  thou  the  land  where  the  lemon  trees  bloom. 
Where  the  gold  orange  glows  in  the  deep  thicket's  gloom, 
Where  a  wind  ever  soft  from  the  blue  heaven  blows, 
And  the  groves  are  of  laurel,  and  myrtle,  and  rose  ?" 

(a.)  Note.  Here  the  four  adnominal  sentences,  viz.,  trees  bloom 
orange  glows,  wind  blows,  and  groves  are  of  laurel.  6zc  ,  are  connected  to 
land  by  the  sec.  adnom.  connective  where.  An  ellipsis  of  Chis  connec- 
tive occurs  with  the  fourth  sentence.  These  sentences  qualify  the 
object  and  not  the  subject  of  a  sentence,  and  are  placed  here  merely  as 
examples  of  adnom.  sentences  connected  by  words  which  are  not  rela- 
tive pronouns. 

Examples  :—Time  was  when  the  earth  was  without  form. 

The  reason  why  he  refused  my  request,  did  not  appear. 
The  question  how  combustion  takes  place,  was  discussed  at 
length. 

A  fear  lest  he  should  fall  in  battle,  pursued  him. 
The  hope  we  shall  be  be  saved,  still  animated  us. 

65.  The  subject  may  also  be  limited  by  a  sentence 
in  apposition. 

The  acknowledgment  that  he  was  wrong,  satisfied  me. 

(a.)  Analysis  :  —  SUBJECT  —  achioidedgment ; 
VERB- satisfied ;  OBJECT— me;  ind.  trans,  sen- 
tence. 

Adjunct  of  the  SUBJECT— the— adnom.  word. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  141 

Farther  adjunct  of  the  SUBJECT — that  he  was 
wrong — dep.  neut.  adnom.  sentence  ;  connective — 
that — see.  adnom.;  subject — he  ;  verb — was  /  com- 
plement— -wrong. 

Examples  : — The  belief  that  the  soul  is  immortal,  is  almost  universal. 

A  report  that  the  imperial  army  had  surrendered,  reached 
Paris. 

68.  The  Subject  may  be  limited  by  an  indep.  sen- 
tence in  apposition. 

The  old  adage,  "  Honesty  is  the  best  policy,"  contains  truth. 

(b.)  Analysis  : — SUBJECT — adage  ;  VEEB — con- 
tains  ;  OBJECT — truth  ;  ind.  trans,  sentence. 

Adjuncts  of  the  SUBJECT — the  and  old—  adnom, 
words. 

Farther  adjunct  of  the  SUBJECT — Honesty  is  the 
best  policy ;  subject — honesty ;  verb — is  ;  comple- 
ment— policy  ;  indep.  neut.  adnom.  sentence. 

Adjunct  of  the  complement — best—  adnom.  word. 

Examples  : — Pope's  sentiment,   "  A  little   learning  is  a  dangerous 
thing,"  is  false. 
The  question  u  Is  theie  a  Bourbon  among  us!"  has 
excited  great  interest. 

ADVERBIAL  ADJUNCTS. 

67.  Having  considered  adjuncts  of  the  subject  of  a 
sentence,  we  now  proceed  to  notice  those  elements 
which  may  limit  a  verb. 


142 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


68.  All  adjuncts  which  limit  verbs  are  called  ad- 
verbial. 

ADVERBIAL  WORDS. 

69.  Adverbial  words  are  called  adverbs. 

Of  adverbial  words  there  are  various  classes,  the 
principal  of  which  are— Adverbs  of  time,  of  manner, 
of  place,  of  negation,  and  affirmation. 

Adverbs  of  Time  :— 

Examples  :— He  will  return  soon. 
Repent  to-day. 
I  shall  visit  him  to-morrow. 

Adverbs  of  Manner : — 

Examples  :— The  prisoner  slept  soundly. 
Live  soberly. 

Webster  rose  calmly  to  reply. 
The  boys  write  indifferently. 
He  blundered  egregious ly. 
The  jury  greatly  erred. 

Adverbs  of  Place  :— 

Examples     We  shall  not  always  remain  here. 

Brave  men  had  perished  there, 
I  can  live  anywhere. 
Look  yonder. 

Adverbs  of  Affirmation,  Emphasis,  and  Negation:— 

Examples  :— He  dares  not  touch  a  hair  of  Catiline. 

The  witness  certainly  spoke  truth. 
The  day  of  reckoning  will  surely  come. 
The  post-boy  undoubtedly  died  of  fatigue. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  143 

Note. — It  is  impossible  to  present  a  complete  list  of  adverbial  words. 
The  foregoing  are  merely  examples  of  the  most  common  ones. 

COMPARISON. 

70.  Some  adverbs  are  compared. 
Monosyllables  are  usually  compared  by  adding  er 

for  the  comparative,  and  est  for  the  superlative  de- 
gree. 

Example  : — Soon,  sooner,  soonest. 

All  others  which  are  compared,  prefix  more  for  the 
comparative  and  most  for  the  superlative. 

Example  : — Merrily,  more  merrrily,  most  merrily. 

ADVERBIAL  PHRASES. 

71.  The  verb  may  be  limited  by  one  or  more  ad- 
verbial phrases. 

First  by  a  phrase  whose  essential  element  is  a 
noun. 

Winds  moan  over  the  hill. 

(a.)  Analysis  :  —  Subject  —  winds  ;  verb — moan  ; 
ind.  intrans.  sentence. 
Subject  has  no  adjuncts. 

Adjunct  of  the  verb — over  hill — adverb,  phrase. 
Connective — over — sec.  adnom. ;  essential  element 
• — hill. 

Adjunct  of  hill — the — adnom.  word. 


144  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Examples  :-I  cudgelled  the  fellow  with  a  hearty  good  will. 

We  slept  under  the  bridge. 

I  hereby  protest  against  your  proceedings. 

To  their  fidelity  alone,  their  oppressor  owed  the  power 
which  he  now  employed  for  their  ruin. 

By  the  F rench  embassy,  this  scheme  was  warmly  op- 
posed. 

At  that  time  the  king  had  no  design  of  disbanding  his 
army. 

During  this  time  the  queen  remained  at  her  palace. 
The  river  rose  above  its  banks. 

72.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  a  personal  pronoun. 

Examples  :— The  traveler  remained  with  us  all  day. 
I  call  to  you  with  all  my  voice. 
Without  you  he  accomplishes  nothing. 
The  sheriff  sent  for  them. 
He  wrote  to  her. 

Note.— When  personal  pronouns  are  made  the  essential  elements  of 
phrases,  they  take  the  objective  form. 

73.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  a  relative  pronoun. 

The  cave  in  which  we  lay,  sheltered  us. 

(a.)  Analysis  : — SUBJECT — cave  ;  VERB  shel- 
tered ;  OBJECT— us;  indep.  trans,  sentence. 

Adjunct  of  the  SUBJECT— adnom.  word. 

Farther  adjunct  of  the  SUBJECT — in  which  we 
fay;  dep.  intrans.   sentence.     Connective— which ; 

SUBJECT — IV e  ;  VERB — lay. 

No  adjunct  of  the  subject. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


145 


Adjunct  of  the  verb — in  which — adverb,  phrase  ; 
connective — in — sec.  adverb;  essential  element 
— which. 

The  VERB  has  no  adjuncts. 

The  OBJECT  has  no  adjuncts. 

N0TE. — ln  this  sentence,  as  in  one  already  noticed,  the  relative  pro- 
noun, besides  being  the  connective  of  an  adnom.  sentence,  is  the  essen- 
tial element  of  an  adverb,  phrase. 

Examples  : — The  good  people  with  whom  he  lived,  regarded  him  as 
a  strange  character. 
The  sword  with  which  he  had  defended  himself,  was 

wrested  from  his  hand. 
The  help  that  he  depended  upon,  failed. 

(b.)  In  this  sentence,  that  is  the  essential  element  of 
an  adverb,  phrase  connected  to  depended  by  upon. 

Such  as  he  agreed  with,  remained. 

(c.)  As  is  a  relative  pronoun  connecting  the 
sentence  he  agreed  to  such.  As  is  also  the  essential 
element  of  an  adverb,  phrase  connected  to  agreed  by 
with. 

74.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  the  antecedent  part  of  a  com- 
pound relative  pronoun. 

I  decided  it  by  what  I  heard. 

(a.)  Analysis  : — SUBJECT — I;  VEKB — decided  ; 

OBJECT — it;  ind.  trans,  sentence. 

No  adjunct  of  the  SUBJECT. 
7 


146  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Adjunct  of  the  VERB — by  what — adverb,  phrase; 
connective — by — sec.  adverb. ;  essential  element — what 
(antecedent.) 

Adjunct  of  what  (antecedent) — what  I  heard  ;  CON- 
NECTIVE— what  (relative) ;  subject — I;  verb — heard  ; 
object— ivhat  (relative);  dep.  trans,  adverb,  sentence. 

No  adjunct  of  the  OBJECT. 

Examples  : — In  what  he  said,  he  showed  a  true  spirit. 

You  shall  lose  my  friendship  for  what  you  have  done. 
We  are  responsible  for  what  we  do. 

Note. — When  what  is  used  as  an  adjective,  it  is  sometimes  a  com- 
pound word,  and  the  relative  part  retains  the  force  of  a  connective. 

He  learned  by  what  information  he  obtained,  that  the  country  was  im- 
passable. 

(&.)  Analysis  : — SUBJECT — he  ;  VERB — learned; 
OBJECT — that  the  country  v:as  impassable  ;  ind.  trans, 
sentence. 

The  SUBJECT  has  no  adjuncts. 

Adjunct  of  the  YEEB— by  information— adverb 
phrase. 

Adjunct  of  information — what — antecedent  adnom. 
word. 

Farther  adjunct  of  information — he  obtained. 

Connective — what  (relative);  subject — he;  verb 
— obtained;  object — information;  dep.  trans,  adnom. 
sentence. 

The  OBJECT  (of  the  indep.  sentence)  is  analyzed 
like  other  neuter  sentences. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


147 


He  did  not  reveal  under  whose  patronage  he  had  acted. 

(c.)  Analysis:— SUBJECT- he;  VERB — did  re- 
veal ;  OBJECT — under  whose  patronage  he  had  acted  ; 
ind.  trans,  sentence. 

The  SUBJECT  has  no  adjunct. 

Adjunct  of  DID  REVEAL — not— adverb,  word. 

The  OBJECT  being  a  sentence,  we  may  analyze  it. 

Connective — whose  ;  subject — he  ;  vekb — had 
acted  ;  dep.  intrans,  nominal  sentence. 

The  SUBJECT  has  no  adjuncts. 

Adjunct  of  the  verb— under  patronage — adverb, 
phrase. 

Adjunct  of  patronage — whose — adnorninal  word. 
75.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  an  imperfect  active  participle. 

The  outlaw  escaped  by  dropping  himself  down  from  a  window. 

(a.)  Analysis:  Subject  —  outlaw;  verb — escaped; 
ind.  intrans.  sentence. 

Adjunct  of  the  subject — the — adnom.  word. 

Adjunct  of  the  verb — by  dropping — adverb,  phrase. 

Connective — by;  essential  element — dropping. 

Object  of  dropping — himself. 

Adjunct  of  dropping — down — adverb,  word. 

Farther  adjunct  of  dropping— from  window — adverb, 
phrase.    Adjunct  of  window- — a. 


148  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Examples  : — By  turning  in  time,  the  hunter  saved  his  iife. 

In  so  doing,  I  am  conscious  of  an  honorable  motive. 
The  trustees  discharged  the  teacher  for  neglecting  his 
school. 

76.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  a  perfect  active  participle. 

They  convicted  him  of  having  killed  his  daughter. 

(a.)  Analysis:— Subject  —  they;  YQ^b— convicted ; 
object — him;  indep.  trans,  sentence. 
The  subject  has  no  adjunct. 

Adjunct  of  the  verb— of  having  killed—  advprbial 
phrase;  connective— of—  sec.  adnom. ;  essential  ele- 
ment— having  hilled— -a  perf.  active  participle. 

Object  of  having  hilled— daughter. 

Adjunct  of  daughter — his— adnom.  word. 

Examples  : — He  was  accused  of  having  robbed  the  treasury. 

They  exiled  him  for  having  supported  the  king. 
We  all  suspected  him  of  having  done  the  mischief. 

77.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  a  neuter  participle,  which  is  al- 
ways followed  by  its  complement. 

This  complement  may  be  a  perf  passive  participle. 

After  being  harassed  by  marauders  and  worn  with  fatigue  they 
reached  home. 


(a.)  Analysis:—  Subject—  they;  verb  —  reached ; 
object — home;  indep.  trans,  sentence. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  149 

The  subject  has  no  adjuncts. 

Adjunct  of  the  verb — after  being  ;  connective — after  ; 
essential  element — the  imperf.  neut.  participle — being. 

Complement  of  being — harassed — adnom.  word. 

Adjunct  of  harassed  - —  by  marauders  —  adverbial 
phrase. 

Second  complement  of  being— worn. 
Connective  between  harassed  and  worn — and— co- 
ordinate connective. 

Adjunct  of  worn — with  fatigue — adverb  phrase. 

Examples  : — The  rogue  escaped  by  seeming  humbled. 

The  plaintiff  received  remuneration  for  having  been 

wronged. 

78.  The  complement  of  the  neuter  participle  used 
as  the  essential  element  of  a  phrase,  may  be  an  ad- 
jective. 

Examples  : — The  boy  complained  of  being  sick. 

The  client  accused  the  lawyer  of  having  been  false  to 
his  interests. 

He  suspected  me  of  being  favorable  to  the  interests  of 
the  king. 

My  teacher  punished  me  for  having  been  pugnacious. 

79.  A  noun  may  be  the  complement  of  a  neuter 
participle  used  as  the  essential  element  of  a  phrase. 

Examples  : — 'The  people  accused  him  of  having  been  a  thief 

For  being  a  traitor,  the  king  has  deprived  me  of  my 
office. 

80.  The  verb  may  be  limited  by  a  phrase  whose 


ioK)  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

essential  element  consists  of  a  noun  which  has  a  par- 
ticiple for  its  adjunct.  This  phrase  has  no  connec- 
tive. 

The  sun  being  risen,  we  departed. 

(a.)  Analysis  : — Subject — we;  verb — departed ;  ind. 
intrans.  sentence. 

Subject  has  no  adjuncts. 

Adjunct  of  the  verb — sun  being — adverb,  phrase, 
consisting  of  a  noun  and  participle. 
Complement  of  being— risen. 

81.  In  the  expression  sun  being  risen,  we  have  a  fact 
assumed  which  would  be  asserted  in  a  neuter  sentence. 
This  element  is  used  to  limit  the  verb,  and  is  equiva- 
lent to  the  dependent  sentence  when  the  sun  was  risen, 
It  is  therefore  an  adverbial  element,  and  we  shall  for 
convenience  classify  it  with  adverbial  phrases. 

This  done,  he  tuned  his  lyre. 

(a.)  Analysis:— Subject— he;  verb— tuned;  object 
— lyre;  indep.  trans,  sentence. 
The  subject  has  has  no  adjuncts. 
Adjunct  of  the  verb — this  done — adverb,  phrase. 

Examples  : — The  fire  having  ceased  to  rage,  we  went  home. 

The  work  being  finished,  we  paid  the  laborers. 
The  day  being  far  spent,  we  pitched  our  tent. 

82.  The  verb  may  be  limited  by  a  phrase  whose 
essential  element  is  a  noun  which  has  no  connective. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


151 


The  pedestrian  walked  Jive  miles  an  hour. 

(a.)  Analysts: — Subject — pedestrian;  verb — walk- 
ed; indep.  intrans.  sentence. 

Adjunct  of  the  subject — the — adnominal  word. 

Adjunct  of  the  verb — miles — adverb,  phrase  with- 
out connective. 

Adjunct  of  miles — -five — adnom.  word. 

Farther  adjunct  of  walked — hour — adverb,  phrase — 
without  connective. 

Adjunct  of  hour — an— adnom.  word. 

Note. — It  is  evident  that  the  relation  usually  expressed  by  a  con- 
nective, is  understood  with  such  nouns  as  home,  way,  hour,  and  other 
nouns  expressing  time,  distance,  &c.  These  nouns  are,  therefore,  fre- 
quently essential  elements  of  phrases  which  have  no  connectives. 

Examples  : — The  army  marched  this  way. 

Home  !  you  idle  creatures,  get  you  home. 
The  election  will  be  held  next  week 

83.  Sometimes  the  phrase  itself  becomes  the  essen- 
tial element  of  a  phrase,  and  is  connected  to  the  word 
which  it  limits  by  another  connective. 

Indeed  you  would  have  thought  that  the  church  had  been  consecrated  to 
Satan  instead  of  to  the  Deity. 

(a.)  To  in  this  case  connects  Deity  to  of  and  of  con- 
nects to  the  Deity  to  stead,  and  in  connects  stead  to  con- 
secrated. 


Example  :-— -The  mountebanks  came  from  over  the  sea. 


152  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

THE  ADVERBIAL  SENTENCE. 

84.  The  verb  may  be  limited  by  an  Adverbial 
Sentence. 

I  had  not  returned  when  you  arrived. 

(a.)  Analysis  : — SUBJECT — /;  VEEB — had  re- 
turned; indep.  intrans.  sentence. 

The  SUBJECT  has  no  adjuncts. 

Adjunct  of  the  VEEB — not — adverbial  word. 

Farther  adjunct  of  the  VEEB — ivhen  you  arrived; 
connective — when  ;  subject — you  ;  verb— arrived  ; 
dep.  intrans.  adverb,  sentence. 

Examples  : — The  governor  left  when  the  train  came  in. 

Thieves  go  about  while  honest  men  sleep. 

The  mystery  shall  remain  till  the  sea  gives  up  her  dead. 

I  care  not  with  whom  you  associate. 

(b.)  Analysis  :  —  SUBJECT— I;  VEEB — care; 
indep.  intrans.  sentence. 

The  SUBJECT  has  no  adjuncts. 

Adjunct  of  the  VEEB — not — adverbial  word. 

Farther  adjunct  of  the  VEEB — with  ivhom  you  asso- 
ciate; connective — whom;  subject — you ;  verb — 
associate;  dep.  intrans.  adverb,  sentence. 

Adjunct  of  associate — with  whom — adverb,  phrase  ; 
connective — with;  essential  element — whom. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


153 


(c.)  Note. —  Whom  considered  as  the  essential  element  of  the  phrase 
is  a  responsive  pronoun. 

The  keepers  wondered  by  what  means  the  convict  escaped. 

(d.)  Analysis  : — SUBJECT  —  keepers  ;  VERB — 
wondered;  in  dep.  in  trans,  sentence. 

Adjunct  of  the  SUBJECT — the — adnom.  word. 

Adjunct  of  the  VERB— by  what;  connective — by 
(sec.  adverb;)  ess.  rel.  el. — means  ;  adv.  phrase. 

Adjunct  of  means — what  (as  antecedent)  adn.  word. 

Further  adjunct  of  means — convict  escaped;  CON- 
NECTIVE— what;  secondary  adv.:  dep.  adv.  sentence. 

Adjunct  of  the  subject — the — adnom.  word. 

Adjunct  of  the  verb — by  means — adverb,  phrase  ; 
connective — by — sec.  adverb;  essential  element 
— means. 

Adjunct  of  means — what— adn ominal  word. 

They  will  obtain  the  prize,  if  they  persevere. 

(e.)  If  they  persevere  is  a  dep.  intrans.  adverb,  sen- 
tence connected  by  if  to  will  obtain. 

examples  of  adverbial  sentences. 
If  the  enterprise  is  successful,  its  opposers  will  be  silenced. 
Though  he  slay  me,  I  will  trust  in  him. 
Except  ye  repent,  ye  shall  all  likewise  perish. 
I  will  not  strike  him,  unless  he  resists  me. 
I  care  not  whether  you  go  or  stay. 
Take  heed  lest  ye  fall. 
They  attacked  me  while  I  slept. 

<k  I  saw  him  once  before 

As  he  passed  by  my  door, 
7# 


154 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


And  again, 

The  pavement  stones  resound, 
As  he  totters  o'er  the  ground 
With  his  cane." 

Before  the  day  dawned,  we  were  upon  our  journey. 
After  I  had  thus  delivered  rny  sentiments,  I  experienced  great 
relief. 

"  Come  to  the  bridal  chamber,  death  ! 
Come  to  the  mother  when  she  feels, 
For  the  first  time,  her  firstborn's  breath  ; 
Come  when  the  blessed  seals 
That  close  the  pestilence  are  broke, 
And  crowded  cities  wail  its  stroke  : 
Come  in  consumption's  ghastly  form, 
The  earthquake  shock,  the  ocean  storm; 
Come  when  the  heart  beats  high  and  warm, 
With  banquet  song,  and  dance  and  wine  ; 
And  thou  art  terrible." 


ADJUNCTS  of  the  OBJECT  in  a  TRANSITIVE  SENTENCE. 

85.  The  object  may  be  limited  by  any  adjunct  that 
can  modify  the  subject.  (See  article  on  adjuncts  of 
the  subject.) 

(a.)  The  object  may  be  limited  by  one  or  more 
adnom.  words. 

Examples  : — I  saw  a  great,  white  throne. 

The  Mexicans  had  already  built  a  strong  stone  fort. 
At  this  moment  we  heard  a  slight  rustle  in  the  tall 
grass. 

(b.)  The  object  may  be  limited  by  an  adnom. 
phrase. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


155 


Examples  : — At  this  place  we  witnessed  a  grand  trial  of  strength  be- 
tween two  Choctaws. 
Hildreth  has  written  a  history  of  the  United  States. 
Have  you  read  the  works  of  Bacon  ? 
No  man  fully  comprehends  the  philosophy  of  life. 
Mercury  always  had  an  inclination  to  steal. 

(c.)  The  object  may  be  limited  by  an  adnominal 
sentence. 

Examples  : — We  know  the  man  whom  you  have  described. 

The  old  gentleman  soon  heard  a  tittering  in  the 

crowd,  for  which  he  could  not  account. 
This  act  redeemed  a  character,  which  had  been  black- 
ened  by  many  crimes 

ADJUNCTS  of  the  COMPLEMENT  in  a  NEUTER  SENTENCE. 

86.  When  the  complement  is  a  noun  or  pronoun,  it 
may  be  limited  by  any  adjunct  that  can  limit  the 
subject :  viz.,  one  or  more  aduom.  words,  phrases,  or 
sentences. 

Examples  : — Our  Washington  was  a  glorious  hero. 

My  uncle  was  always  an  overbearing,  rude  man. 
Take  pity  on  me,  sir,  I  am  a  man  in  deep  trouble. 
He  wore  sandals  on  his  feet,  and  his  head-dress  was  a 

turban  o/many  colors. 
The  Bible  is  a  book  which  all  should  study. 
He  was  a  statesman  who  always  lifted  his  voice  against 

corruption  ;  he  was  a  soldier  who  was,  at  all  times, 

ready  to  do  battle  against  injustice. 

87.  When  the  complement  is  an  adjective  or  parti- 
ciple, it  may  be  limited  by  one  or  more  adverbial 
words,  phrases,  or  sentences. 


JO  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

Examples  : — The  enemy  are  advancing  rapidly. 

Yon  drunkard  is  utterly  lost. 
I  am  weary  of  labor. 
"  My  father,"  said  she,  "  will  be  angry  if  you  interfere." 
The  king  was  disturbed  because  he  had  seen  a  vision. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


157 


CHAPTER  VII. 

SUBJECT  OF  VEKBS  INFINITIVE  AND  PARTICIPLES. 

1.  The  noun  or  pronoun  whose  action  or  existence 
is  expressed  by  a  verb  infinitive,  is  called  the  subject 
of  the  infinitive. 

Examples  : — I  plunged  in  and  bade  him  follow. 
He  commanded  me  to  desist. 

The  ant  told  the  butterfly  to  go  about  his  business. 

2.  The  subject  of  a  sentence  is  often  also  subject 
of  an  infinitive  which  follows  the  verb. 

Examples  : — He  promised  to  undertake  the  work. 
I  wish  to  know  the  facts. 
I  am  to  write  an  exercise. 
We  determined  to  try  an  experiment 

3.  Frequently  the  infinitive  with  its  subject,  forms 
the  objective  element  in  a  transitive  sentence. 

Our  friends  urged  us  to  pursue  the  fugitive. 

(a.)  Analysis  : — Subj  ect— friends  ;    verb — urged  ; 
object— us  to  pursue;  indep.  trans,  sentence. 
Adjunct  of  the  subject — our — adnom.  word. 
No  adjuncts  of  the  verb. 

(h.)  The  object  is  composed  of  the  objective  pro- 


I£>©  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

noun  us  and  the  infinitive  to  pursue,  of  which  us  is  the 
subject  and  fugitives  the  object. 

Examples  :— The  astonished  savage  saw  the  balloon  sail  through  the 
skies. 

I  have  seen  the  smoke  rise  from  a  hundred  burning 
cities. 

4.  The  essential  element  of  a  phrase  is  sometimes 
an  infinitive  with  its  subject. 

For  me  to  live  is  Christ. 

(a.)  Me  to  live  is  the  essential  element  of  the  phrase 
for  me  to  live,  while  the  whole  phrase  is  subject  otis. 

Example  :— It  is  perhaps  well  enough,  for  a  man  of  long  experience 
to  make  the  attempt,  but  for  a  boy  to  undertake  such  a 
work,  is  simply  ridiculous. 

(b.)  This  use  of  the  infinitive  is  idiomatic,  and  the 
phrase  with  its  infinitive  is  subject  of  the  verb. 

5.  The  infinitive,  however,  is  most  frequently  used 
to  express  an  action  abstractly,  in  which  case,  it  is 
used  as  a  phrase  and  has  no  definite  subject. 

The  desire  to  live  is  innate. 

(a.)  Here  to  live  is  an  adnominal  phrase  limiting 
desire,  and  has  no  definite  subject. 

Examples  : — To  serve  you  is  my  desire. 

It  was  dangerous  to  encounter  him. 

To  climb  the  precipice  was  a  dangerous  experiment. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  lOd 

(b.)  In  this  case  to  climb  is  a  nominal  phrase,  sub- 
ject of  the  verb  was,  and  has  itself  no  definite  sub- 
ject, 

THE  SUBJECT  OF  PARTICIPLES. 

6.  The  noun  or  pronoun  which  is  limited  by  a 
participle,  may  be  called  its  subject. 

Islands  yielding  every  variety  of  fruits,  dotted  the  sea. 

(a.)  Yielding  is  a  participle  limiting  islands  which 
is  its  subject. 

7.  A  noun  or  pronoun  which  is  subject  of  a  parti- 
ciple, may  be  subject  or  object  of  a  sentence  or  the 
essential  element  of  a  phrase. 

Leveling  his  pistol  the  hunter  deliberately  fired. 

(a.)  In  this  case  hunter,  the  subject  of  the  participle, 
is  also  subject  of  the  sentence. 

Examples  :— Fighting  for  the  right,  he  gained  a  glorious  martyr- 
dom. 

Uncas,  running  at  full  speed,  soon  overtook  the  fright- 
ened maid. 

I  left  my  father  weeping. 

(b.)  Here  father,  the  subject  of  weeping,  is  object  of 
the  verb  left 

Examples:— They  pushed  Gilkison,  still  begging  for  mercy,  to  the  end 
of  the  plank. 
He  spurned  me  kneeling  at  his  feet. 
The  bystanders  remained  with  their  heads  uncovered. 


160  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

(c.)  In  this  case,  the  essential  element  of  the 
phrase  with  heads,  is  the  subject  of  the  participle 
uncovered. 

Examples  : — The  tree  grew  near  the  brink  op  a  pit  partially  filled  with 
rubbish. 

They  next  attempted  to  throw  me  into  the  sea  roaring 
horribly  below. 

8.  Frequently  the  participle  with  its  subject,  forms 
the  objective  element  in  a  transitive  sentence. 

We  heard  the  storm  howling. 

(a.)  Analysis:—  Subject— we;  verb— heard;  ob- 
ject— storm  howling. 

The  subject  has  no  adjuncts. 
The  verb  has  no  adjuncts. 

The  object  is  composed  of  the  noun  storm  and  the 
participle  howling,  the  subject  of  which  is  storm. 
Adjunct  of  f,orm — the — adnom.  word. 


Examples 


: — I  saw  the  city  burning. 

Did  you  hear  the  child  crying  ? 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


161 


CHAPTER  VIII. 

OBJECT  OF  VERBS  INFINITIVE  AND  PARTICIPLES. 

1.  A  transitive  verb  in  whatever  mode,  requires  an 
element  in  the  objective  relation. 

He  sought  to  avoid  the  consequences. 

(a.)  Analysis  :— Subject— he  ;  verb— sought;  ob- 
ject— to  avoid;  indep.  trans,  sentence. 
The  subject  has  no  adjunct. 
The  verb  has  no  adjunct. 

The  object  to  avoid  is  itself  a  transitive  verb  in- 
finitive, and  consequently  requires  an  object. 
Object  of  the  infinitive  to  avoid — consequences. 

We  can  outnumber  them. 

(J j.)  Analysis  : — Subject  —  we ;  vevh—can  ;  com- 
plement of  can — outnumber — a  verb  infinitive; 
indep.  intrans.  sentence. 

The  subject  has  no  adjunct. 

Object  of  outnumber — THEM. 

Examples  : — The  injured  man  whom  you  dare  not  confront,  implores 
you  to  spare  his  children. 
The  poor  man  desired  me  to  ask  that  your  honor  would 
send  relief. 


162 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


(c.)  In  this  example,  the  sentence  that  your  honor 
would  send,  Sc.,  is  the  object  of  the  transitive  infini- 
tive ask,  and  relief  is  the  object  of  the  trans,  infinitive 
send. 

OBJECT  OF  TRANSITIVE  PARTICIPLES. 

2.  Transitive  participles  require  an  element  in  the 
objective  relation. 

Turning  their  horses,  the  troops  rode  back  to  the  fort. 

(a.)  Analysis:  Subject— troops;  verb— rode;  in- 
dep.  intrans.  sentence. 

Adjunct  of  the  subject,  the  and  turning  adnominal 
words. 

Object  of  turning — horses. 

Adjunct  of  horses— their— adnominal  word. 

Adjunct  of  the  verb— bach— adverbial  word. 

Farther  adjunct  of  the  verb— to  fort—  adverbial 
phrase;  connective— to— sec.  adverb;  essential  ele- 
ment—-fort. 

Adjunct  of  fort— the— adnominal  word. 

He  arrests  Captain  George,  honest  George,  whom  we  all  delight  in 

KNOWING. 

(b.)  In  this  sentence  in  knowing  is  an  adverbial 
phrase— the  adjunct  of  delight,  and  whom  is  the  object 
of  the  active  transitive  participle  knowing. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  163 
Believing  what  /  believe,  I  cannot  sanction  this  act. 

(c.)  Analysis  :  —  SUBJECT  —  I ;  VEKB  — can; 
complement  of  can— sanction  ;  indep.  intrans.  sen- 
tence. 

Adjunct  of  the  SUBJECT — believing — adnominal 
word. 

Object  of  believing — what  (antecedent.) 

Adjunct  of  what  (antecedent)— what  I  believe: 
con.  what  (rel.)  sec.  adnom. ;  subject— I ;  verb- 
believe  ;  object — what  (relative ;)  dep.  trans,  ad- 
nom. sentence. 

Adjunct  of  the  VERB — not — adverbial  word. 

Object  of  sanction — act. 

Adjunct  of  act— THIS— adnominal  word. 

(d.)  Note.— The  object  of  a  participle,  like  the  object  of  a  verb,  may 

be  a  vjord,  phrase,  or  sentence. 

Examples  : — Promising  us  another  visit,  our  friends  departed. 

Promising  to  visit  us  again,  our  friends  departed. 
Promising  that  they  would  visit  us  again,  our  friends 
departed. 


164 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


CHAPTEE  IX. 

GERERAL  LIMITATION  OF  WORDS. 

(1.)  A  noun  or  pronoun,  in  whatever  relation  it 
stands  to  other  words  in  the  sentence,  may  be  limited 
by  an  ad  nominal  word,  an  adnominal  phrase,  or  an 
adnominal  sentence. 

Note. — The  noun  and  pronoun  possessive  are  not  often  limited  by  an 
adnominal  phrase  or  sentence. 

ADNOMINAL  WORDS. 

2.  A  noun  or  pronoun  in  any  relation,  may  be 
limited  by  a  noun  in  apposition. 

We  sent  letters  by  Peter,  the  post-boy. 

(a.)  Analysis: — Subject — we;  verb — sent;  object 
— letters;  indep.  trans,  sentence. 

The  subject  has  no  adjuncts. 

Adjunct  of  the  verb — by  Peter — adverbial  phrase. 

Adjunct  of  Peter — POST-BOY — adnominal  word — a 
compound  noun  in  apposition. 

Adjunct  of  post-boy — the — adnominal  word. 

Examples  : — Simon,  son  of  Jonas,  lovest  thou  me  1 

I,  James,  who  saw  the  deed,  can  testify. 
The  lion,  grim  monarch  of  the  forest,  roams  in  these 
wilds  unmolested. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


165 


3.  Common  nouns  in  any  relation,  may  be  limited 
by  proper  names. 

(a.)  Note. — Nouns  here  called  common  are  frequently  common  only 
in  respect  to  the  limiting  proper  noun.  In  fact  the  distinction  of  com- 
mon and  proper  nouns  is  seldom  absolute. 

Robert  Fulton  first  tried  navigation  by  steam 

(a.)  The  proper  name  Robert  here  limits  the  more 
common  noun  Fulton. 

Examples  : — Franklin  Pierce  was  elected  president. 

We  are  all  acquainted  with  the  Arnold  treachery. 
Lately  we  hear  less  of  the  Bourbon  question. 

4.  A  proper  noun  in  any  relation,  is  sometimes 
limited  by  a  common  noun. 

Examples  : — An  old  soldier  was   seen  weeping  at  the  grave  of 
General  Jackson. 
Who  does  not  love  the  memory  of  the  brave  Count 
Pulaski  1 

5.  A  noun  in  any  relation  may  be  limited  by  a 
noun  or  pronoun  possessive. 

Examples  : — The  valorous  Don's  safety  lay  in  his  light-footedness. 
The  monster  stole  away  my  children. 
The  company  were  soon  in  sight  of  the  Indians'  huts. 
Let  every  freeman's  deepest  interest  be  in  his  country's 
good. 

We  have  at  last  discovered  your  motive. 


6.  A  noun  or  pronoun  in  any  relation  may  be 
limited  by  an  intensive  pronoun. 


166 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Examples  :— The  sheriff  at  last  found  the  old  rogue  himself  hidden  in 
the  wood. 

In  his  impious  boldness,,  he  laid  violent  hands  on  the 

shrine  itself. 
You  yourself  condemn  me. 

7.  A  noun  in  any  relation,  may  be  contained  in, 
and  limited  by,  one  of  the  double  pronouns,  mine, 
thine,  his,  hers,  ours,  yours,  theirs. 

He  forgot  his  hatchet  and  tried  to  borrow  mine. 

(a.)  The  word  mine  is  a  double  pronoun  equivalent 
to  my  hatchet. 

Examples  : — I  have  lost  my  pen  :  will  you  lend  me  yours  ? 

The  hut  stood  on  the  limit  of  Rolfe's  plantation  :  which, 

you  know,  joined  mine. 
I  have  no  confidence  in  my  own  discretion,  but .  I  can 
trust  in  yours. 

8.  A  noun  in  any  relation  may  be  limited  by  the 
relative  pronoun  possessive. 

(a.)  Note.— Whose  is  the  common  possessive  of  all  the  relative 
pronouns. 

This  is  he  whose  story  you  have  often  heard. 

(b.)  Whose  is  a  relative  pronoun  possessive  and  as 
an  adnominal  word  limits  story. 

Examples:— The  benefactor   through   whose  influence   you  gained 
wealth,  is  a  beggar  at  your  door. 
Macdonald  was  a  brawling  fellow  whose  character  every 
one  despised. 

9.  Any  noun,  whatever  be  its  relation,  may  be 
limited  by  an  adjective. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  Wl 

Examples  : — He  was  a  hardy  larborer. 

The  tower  st  ood  near  the  top  of  a  steep  hill. 
Your  house  is  stronger  than  mine. 
My  lord  also  had  this  bad  habit. 

10.  A  noun  or  pronoun  in  any  relation,  may  be 
limited  by  an  imperfect  trans,  or  intrans.  participle. 

I  left  him  raving  like  a  madman. 

(a.)  Raving  is  an  adnominal  word — an  intransitive 
imperfect  participle,  limiting  him. 

Examples  • — I  saw  my  son  burning  to  avenge  my  wrongs. 

What  is  the  name  of  yonder  horseman  riding  at  such  a 
furious  pace  1 

11.  A  noun  or  pronoun  in  any  relation,  may  be 
limited  by  a  perfect  trans,  or  intrans.  participle. 

The  child  having  inherited  nothing,  was  wholly  dependent  on  my  father's 
bounty. 

(a.)  Having  inherited  is  here  an  adnominal  word 
limiting  child.  Having  inherited  is  a  perf.  trans, 
participle. 

12.  A  noun  or  pronoun  in  any  relation,  may  be 
limited  by  an  imperfect  or  perfect  neuter  participle 
followed  by  its  complement. 

This  building  being  made  of  woodfthey  quickly  destroyed. 

(a.)  In  this  example  being  is  an  imperfect  neuter 
participle  limiting  building.  It  is  followed  by  its 
complement  made,  which  also  limits  building. 


168 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Examples  : — The  experiment  having  been  tried  once  before,  we  easily 
performed  it 

In  this  crazy  craft,  haviny  been  abandoned  for  years  as 

unseaworthy,  we  at  last  set  sail. 
Upon  me,  being  already  faint  and  weary,  they  placed  a 

heavy  load. 

13.  A  noun  or  pronoun  in  any  relation,  may  be 
limited  by  a  perfect  passive  participle. 

Examples  : — The  3d  regiment,  dressed  in  full  uniform,  was  on  drill. 

The  captain,  astonished  at  such  impudence,  replied — 

14.  General  Examples  in  Adnominal  Words. 

We  heard  the  footfall  of  Bigfoot,  our  old  enemy, 
Benedict  Arnold  betrayed  his  country. 
Commodore  Perry  gained  a  great  victory. 
The  blacksmith's  strength  is  in  his  arm. 
My  life  is  dear  to  me. 

By  the  judge  himself  was  the  theft  committed. 

My  wife,  whose  disposition  was  not  the  sweetest,  next  beset  me. 

He  buried  his  treasures  under  a  dwarf  oak. 

I  heard  him  stamping  and  cursing  awfully. 

ADNOMINAL  PHRASES. 

15.  A  noun  or  pronoun,  in  any  relation,  may  be 
limited  by  an  adnominal  phrase  whose  essential  ele- 
ment is  a  noun  or  pronoun. 

Examples  : — We  contend  for  the  liberty  of  the  press. 

Truly  this  knight  had  a  heart  of  stone. 
He  of  the  green  armor  thus  replied. 
My  father  gave  me  a  choice  of  the  professions. 
This  city  has  gates  of  pearl  and  streets  of  gold. 
"  I  saw  the  curl  of  his  waving  lash. 
And  the  glance  of  his  knowing  eye." 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


169 


He  sought  fame,  of  which  he  knew  the  emptiness. 
Next  was  a  cage  of  iron,  which  held  a  crowd  of  mon- 
keys. 

A  mountain  the  top  of  which  was  hidden  by  clouds,  rose 

on  our  left. 
Here  is  the  plain  that  I  rode  over. 

(a.)  The  phrase  over  that  limits  plain. 

16.  A  noun  or  pronoun  in  any  relation,  may  be 
limited  by  an  adnominal  phrase,  whose  essential 
element  is  a  perfect  or  imperfect  participle,  trans,  or 
intransitive. 

Examples  : — I  will  give  you  a  form  for  writing  a  note. 

He  had  the  rare  habit  of  steadily  pursuing  one  train  of 

thought  at  a  time. 
He  was  arrested  on  suspicion  of   having   stolen  the 
money. 

The  soldier  received  forty  lashes,  as  a  punishment  for 
having  violated  orders. 

These  circumstances  seem  to  have  called  into  requisi- 
tion all  your  tact  in  lying,  and  shrewdness  in  cheat- 
ing, 

17.  A  noun  or  pronoun,  in  any  relation,  may  be 
limited  by  an  adnominal  phrase,  whose  essential 
element  is  a  neuter  participle,  perfect  or  imperfect, 
followed  by  its  complement. 

/  confess  I  had  no  hope  of  being  released. 

(a.)  Of  being  is  here  the  phrase*  limiting  hope — being 
is  the  essential  element,  and  is  followed  by  its  com- 
plement released,  which  also  limits  hope. 


170 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Examples: — The  fact  of  having-been  free  once,  made  my  chains 
more  galling. 

These  runaways  well  knew  the  consequences  of  being 
caught. 

All  this  was  the  result  of  having  been  inactive  so  long. 
I  was  in  despair  at  the  certainty  of  being  a  prisoner 
for  life. 

18.  A  noun,  in  any  relation,  may  be  limited  by  an 
adnominal  phrase  whose  essential  element  is  a  verb 
infinitive. 

Examples  : — My  friend  always  showed  a  determination  to  excel. 
We  are  surrounded  by  incentives  to  labor. 

19.  When  the  essential  element  of  a  phrase  is  a 
trans,  verb  infinitive,  it  requires  an  object ;  when  it  is 
a  neut.  infinitive,  it  always  requires  its  complement. 

Examples  : — He  succeeded  in  his  effort  to  procure  a  cessation  of 
hostilities. 

The  Englishman  also  gave  a  promise  to  reward  us. 
Your  desire  to  be  foremost  renders  you  disagreeable. 
The  soldier  was  shot  on  account  of  a  threat  to  desert 

the  army. 

If  you  give  a  pledge  to  be  a  peaceable  ma?i,  you  shall 
not  be  disturbed. 

20.  A  noun  or  pronoun  may  sometimes  be  limited 
by  a  phrase  in  apposition. 

Examples  : — Then  all  my  brother's  labors ;  to  draw  the  water,  to 
cut  the  wood,  and  many  other  things,  fell  to  me. 
"  This  was  earth's  liberty,  its  nature  this 
 Each  man  to  make  all  subject  to  his  will." 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


171 


ADNOMINAL  SENTENCES. 

21.  A  noun  may  be  limited  by  a  sentence  in  appo- 
sition. 

The  poor  man  was  impressed  with  a  belief,  that  the  image  op  his 

FATHER  STOOD  BESIDE  HIM. 

(a.)  The  sentence  that  father  stood,  is  in  apposition 
with  belief,  and  consequently  limits  it. 

Examples  :  "  This  fool  holdeth  the  opinion,  that  the  earth  is  round, 

and  that  it  traveleth  yearly  around  the  sun." 
He  died  happy  in  the  certainty  that  death  is  not  an 
eternal  sleep. 

The  sentiment  of  Pope,  "  A  little  learning  is  a  dangerous 
thing"  contains  a  dangerous  fallacy. 

22.  A  noun  or  pronoun,  in  any  relation,  may  be 
limited  by  an  adnominal  sentence  whose  connective 
is  a  relative  pronoun. 

The  party  discovered  a  river  which  empties  into  the  gulf. 

(a.)  The  sentence  which  empties  into  the  gulf  limits 
river. 

Examples  : — There  is  a  hope  which  no  adversity  can  destroy. 
Hear  the  voice  of  him  who  speaks  to  you. 
The  world  knows  the  motive  which  you  have  attempted 
to  conceal. 

I  myself  attempted  to  teach  this  boy  whom  the  master 
had  given  up. 

William  was  proud  to  stand  near  him  who  had  always 

been  his  friend. 
I  have  slain  such  as  you  are. 


172 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


He  chose  from  our  company  as  many  as  he  wanted. 
Greater  commotion  than  1  had  ever  seen  now  commenced. 

(See  articles  on  as  and  than  in  adnominal  sentences 

qualifying  the  subject.) 
We  obtained  more  food  than  we  wanted. 
Thomas  saw  what  I  described. 

(5.)  Analysis  : — SUBJECT  —  Thomas ;  VERB — 
saw ;  OBJECT — what  {antecedent)  indep.  transitive 
sentence. 

No  adjunct  of  the  SUBJECT. 

No  adjunct  of  the  VERB. 

Adjunct  of  the  object — what  (relative)  I  described ; 
CONNECTIVE — what  {relative;)  subject — I;  yerb — 
described  ;  object — -what  {relative) ;  dep.  transitive 
sentence. 

Examples  : — I  saw  in  the  distance  what  seemed  to  be  a  raft. 

The  traveler  stood  beside  what  was  once  a  great  city. 
In  this  way  Simon  obtained  whatever  he  coveted. 

23.  A  noun  or  pronoun  may  be  limited  by  an  ad- 
nominal sentence,  whose  connective  is  a  relative  pro- 
noun, which  is  also  the  essential  element  of  a  phrase 
limiting  another  word. 

He  played  a  trick  for  which  I  was  prepared. 

{a.)  Analysis  : — SUBJECT — he  ;  VEBB— flayed; 
OBJECT — trick  ;  indep.  trans,  sentence. 

The  SUBJECT  and  VERB  have  no  adjuncts. 

Adjunct  of  the  OBJECT— -for  which  I  ivas  pre- 
pared;    connective— winch;    subject — I;  verb— 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


173 


was;  complement — prepared;  dep.  neuter  adnom. 
sentence. 

The  subject  and  verb  have  no  adjuncts. 
Adjunct  of  the  complement— for  which — adverb, 
phrase. 

Examples  : — The  murderers  rushed  into  the  house  in  which  my 
father  lived. 
It  is  your  promise  in  which  I  trust. 

The  tinker  always  carried  a  tin  flask,  of  which  I  did  not 

then  know  the  use. 
A  part  of  what  was  found  was  valuable. 

24.  A  noun  or  pronoun  may  be  limited  by  an 
adnom.  sentence,  whose  connective  is  a  relative  pro- 
noun possessive,  which  is  the  adjunct  of  another 
noun. 

I  felt  a  compassion  for  the  peasant  whose  mule  I  had  taken. 

(a.)  Analysis  :  —  SUBJECT  —  I;  VEEB  —  felt ; 
OBJECT — compassion  ;  indep.  trans,  sentence. 

The  SUBJECT  has  no  adjuncts. 

Adjunct  of  the  VERB— -for  peasant — adverbial 
phrase. 

Adjunct  of  the  OBJECT — a — adnominal  word. 

Farther  adjunct  of  peasant — whose  mule  Iliad  taken ; 
connective — whose  ;  SUBJECT — 1/  verb — had  taken  ; 
object — mule;  dep.  trans,  adnom.  sentence. 

Subject  and  verb  have  no  adjuncts. 

Adjunct  of  the  object — whose — adnominal  word. 


174 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Examples  : — He  was  a  man  whose  highest  ambition  was  to  please  his 

palate. 

The  miners  discovered  a  vein  whose  richness  exceeded 
their  highest  expectations. 

25.  A  noun,  in  many  relations,  may  be  limited  by 
an  adnominal  sentence  whose  connective  is  not  a 
relative  pronoun. 

Examples  : — Xo  one  knows  the  day  when  he  must  die. 

Show  me  the  place  where  the  battle  teas  fought. 
I  will  tell  you  the  reason  why  you  are  disappointed. 


ADVERBIAL  WORDS. 

26.  Any  verb,  participle,  adjective,  or  adverb,  may 
be  limited  by  one  or  more  adverbial  words. 

Examples  : — Great  masses  move  slowly. 

I  overtook  him  sauntering  lazily  along. 
The  traveler's  eye  next  falls  upon  a  chasm,  broad  and 
very  deep. 

Tell  the  advance  guard  to  push  forward  more  rapidly. 
He  only  insisted  upon  it  the  more  strongly. 


ADVERBIAL  PHRASES. 

27.  A  verb,  participle,  or  adjective,  may  be  limited 
by  one  or  more  adverbial  phrases. 

28.  A  verb,  participle,  or  adjective,  may  be  limited 
by  an  adverbial  phrase,  whose  essential  element  is  a 
noun  or  pronoun. 

Examples  : — The  hermit  dwells  in  the  icood. 

My  friend  was  sitting  near  a  rock. 
This  medicine  is  good  for  colds. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


175 


The  beauteous  landscape  was  made  for  me  as  well  as  for 

tne  proud  man  who  calls  it  his. 
Three  men  passed  me,  going  in  great  haste. 
A  gentleman  was  waiting  for  me. 
I  believe  I  was  always  kind  to  her. 
I  forget  the  name  of  the  village  at  which  we  stopped. 
My  neighbors,  with  whom  I  had  talked  before  on  the 

subject,  were  of  my  opinion. 
As  many  as  he  conversed  with,he  deceived. 

(a.)  As  is  a  relative  pronoun  in  this  example,  and  is 
the  essential  element  of  an  adverbial  phrase  connected 
to  conversed  by  with. 

The  weapon  that  I  fought  him  with,  was  an  ax. 

(b.)  Here  that,  beside  being  the  connective  of  an 
adnominal  sentence,  is  the  essential  element  of  an 
adverbial  phrase,  the  adjunct  of  fought,  and  con- 
nected to  it  by  with — sec.  adverb,  connective. 

Examples  : — The  invalid  with  whom  he  was  traveling  was  a  decided 
wag. 

The  animal,  in  pursuit  of  which  he  had  forgotten  food 

and  rest,  was  yet  out  of  reach. 
The  capital  that  Astor  began  trading  with,  was  small. 
The  boy  begged  for  what  he  wanted. 

(c.)  Analysis  : — SUBJECT  —  boy  ;  VBEB  —  leg- 
ged; indep.  intrans.  sentence. 

Adjunct  of  the  VERB— -for  tvhat  (ANTECEDENT)  ; 
adverbial  phrase  ;  connective  —  for  —  sec.  adverb  ; 
essential  element — what,  (antecedent.) 

Adjunct  of  what,  (antecedent,)  —  what  he  wanted; 
CONNECTIVE  —  what,  (relative;)   SUBJECT— he;  VERB 


176  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

—wanted;  object  —  what  (relative;)  dep.  transitive 
adverbial  sentence. 

Examples  :— The  captain  was  always  ready  with  what  he  had. 

The  commodore  determined  to  resist  with  what  force  he 
could  muster. 

The  dying  miser  was  clutching  his  gold  with  what 

strength  he  had  left. 
The  thief  refused  to  tell  from  whose  pocket  he  had  stolen 

the  money. 
For  whose  death  are  you  mourning  ? 

Peter  was  glad  when  the  brother,  for  whose  money  he  had 
waited  long,  died. 

29.  A  verb,  participle,  or  adjective,  may  be  limited 
by  an  adverbial  phrase  whose  essential  element  is  a 
perfect  or  imperf.  participle,  trans,  or  intrans. 

Examples  :— By  leaping  the  ditch  the  chieftain  gained  a  safe  place. 
Harry  hastened  his  death  by  taking  medicine. 
The  soldier  was  punished  for  deserting. 
I  am  weary  of  toiling. 

The  old  fellow  was  wearying  us  by  telling  a  long  story 
of  wo. 

A  pen  is  useful  for  writing. 
He  was  hanged  for  having  slain  his  brother. 
After  having  bound  me,  my  master  flogged  me, 
He  turned  his  attention  to  gambling. 
The  countryman  was  complaining  of  having   fast  his 
money. 

The  poor  boy  was  sorry  for  having  left  his  parents. 

30.  A  verb,  adjective,  or  participle,  may  be  limited 
by  an  adverb,  phrase  whose  essential  element  is  a 
neuter  participle  followed  by  its  complement. 

Examples  : — The  gambler  himself  complained  of  having  been  cheated. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


177 


He  was  angry  at  having  been  deceived. 
The  house  was  suspected  of  being  haunted. 
The  holy  man  rejoiced  in  being  a  martyr. 
He  was  sick  of  being  a  slave. 
We  were  determined  on  being  free. 

31.  A  verb,  adjective,  or  participle,  may  be  limited 
by  an  adverbial  phrase  whose  essential  element  is  a 
verb  infinitive. 

Examples  : — The  victim  of  this  cruelty  longed  to  die. 

His  clansmen  were  determined  to  avenge  his  death. 
The  workmen  are  eager  to  begin. 

32.  When  the  essential  element  is  a  transitive 
verb  infinitive,  it  takes  an  object ;  when  it  is  a 
neuter  infinitive  it  always  requires  it  complement. 

Examples  : — I  will  order  him  to  leave  the  ground. 

He  was  commanded  to  take  the  fort. 

We  were  not  sorry  to  leave  this  pest  behind. 

The  way  is  said  to  be  difficult. 

The  cave  was  supposed  to  have  been  a  resort  for  rob- 
bers. 

She  was  ready  to  be  a  martyr  for  the  cause  of  truth. 
Webster  was  reported  to  have  been  opposed  to  the 
bill. 

33.  A  verb,  participle,  or  adjective,  may  be  limited 
by  a  phrase  without  a  connective,  and  whose  essential 
element  is  a  noun  and  a  participle. 

Our  errand  being  finished,  we  left  her. 

(a.)  Errand  being  is  an  adverbial  phrase  limiting 
left    Finished  is  the  complement  of  being.     If  we 

analyze   this  phrase  more   closely,  we  shall  find 

8* 


178  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

that  errand  is  the  subject  of  the  assumed  predicate 
being  finished,  and,  since  a  participle  always  limits 
its  subject,  being  and  finished  are  adnominal  words 
limiting  errand,  while  the  phrase  taken  as  a  unit 
limits  the  verb  left  This  construction  has  other 
forms. 

Examples  : — k{  By  its  own  hand  it  fell,  fart  slaying  part." 

Our  visitors  having  departed  we  were  alone. 
His  knapsack  having  been  packed,  he  was  eeady  for  a 
march. 

34.  A  verb,  participle,  or  adjective,  may  be  limited 
by  an  adverbial  phrase,  without  a  connective  whose 
essential  element  is  a  noun. 

Examples  : — The  siege  lasted  a  year. 

He  was  fasting  forty  days. 
The  stars  were  bright  all  night. 
The  horse  ran  a  mile. 

35.  Some  interjections  are  limited  by  adverbial 
phrases. 

Example  : — Alas  for  poor  human  nature  ! 


ADVERBIAL  SENTENCES. 

36.  A  verb,  participle,  or  adjective,  may  be  limited 
by  one  or  more  adverbial  sentences. 

Examples  : — This  glutton  always  slept  when  he  was  not  eating. 
He  was  never  sick  while  he  was  a  sailor. 
Albert  was  gone  when  the  roll  was  called. 
Toiling,  for  I  had  never  learned  to  be  idle,  I  spent  my 
time  contentedly. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


179 


It  is  well  known  for  whom  you  are  searching. 
The  teacher  explained  by  what  process  the  result  was 
found. 

His  father  was  angry  because  he  had  told  a  lie. 

37.  Several  words,  used  as  secondary  connectives, 
have  also  some  force  as  adjectives  ;  as  adjectives  they 
are  sometimes  limited  by  adverbial  adjuncts. 

Your  son  appears  somewhat  like  you 

(a.)  Analysis: — Subject — son  ;  verb — appears;  in- 
dep.  intrans.  sentence. 

Adjunct  of  the  subject — your — adnom.  word. 

Adjunct  of  the  verb — like  you— adverb,  phrase, 

Adjunct  of  like,  (in  its  adjectival  force,)— somewhat 
— adverb,  word. 


Examples  : — The  house  stood  very  near  the  hill. 

The  knife  is  well  worth  a  dollar. 


180 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


CHAPTER  X. 

INDEPENDENT  WORDS. 

1.  Words  having  no  grammatical  relation  to  other 
words  in  the  sentence  are  called  independent  words. 

2.  The  name  of  a  person  or  thing  addressed  is  an 
independent  word. 

James,  attend  to  your  studies. 

(a.)  James  is  an  independent  word— the  name  of  a 
person  addressed. 

Examples  : — John,  come  here. 

Samuel,  stand  still. 

Earth,  thou  art  a  hill  to  me. 

3.  Note.— -In  many  cases  the  noun  independent  by  address,  has 
merely  the  force  of  an  interjection.  If  I  see  my  friend,  with  whose 
name  I  am  perfectly  familiar,  standing  in  a  perilous  place,  my  first 
movement  is  to  arrest  his  attention.  This  I  do  by  calling  his  name, 
"  Peter  !"  His  attention  being  thus  secured,  I  continue,  "  come 
away. "  Now,  if  in  my  excitement  I  have  forgotten  his  name,  I  say, 
"  Halloo  !"  for  the  same  purpose,  and  then  give  him  the  same  com- 
mand. No  one  will  deny  that  halloo  is  an  interjection  grammatically 
independent  of  the  sentence  in  which  it  is  found.  Does  the  office  that 
the  noun  James  perforins  in  the  first  expression  differ  from  that  of 
halloo  in  the  second  ?  They  arc  both  independent  words,  used  to  arrest 
attention,  and  both  are  substitutes  for  a  suppressed  sentence. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


181 


4.  Nouns  are  frequently  made  independent  by 
exclamation. 

Examples  : — Ah,  the  misery  of  suspense  ! 

Oh,  the  desolation  of  bereavement  ! 

A  horse  !  a  horse  !    My  kingdom  for  a  horse  ! 

Life  !  life  !  Only  let  me  live. 
<k  Our  fathers,  where  are  they!" 
"  Remorseless  Time — 

Fierce  spirit  of  the  glass  and  scythe — what  power 

Can  stay  him  in  his  silent  course,  or  melt 

His  iron  heart  to  pity!" 

5.  Interjections  are  independent  words. 

Examples  : — Oh,  how  I  loved  that  gracious  boy  ! 

Hush  !  did  you  hear  a  footstep  ! 
"  Ho  !  cowards,  have  ye  left  me 
To  meet  him  here  alone!" 

6.  Note. — Interjections,  as  well  as  nouns  independent,  must  be 
regarded  as  substitutes  for  independent  sentences.  Alas  that  thou 
shouldst  die,  is  equivalent  (grammatically)  to  It  is  sad  that  thou,  &c. 
Thus  frequently  we  find  the  interjection  limited  precisely  as  though 
the  sentence,  instead  of  the  substituted  word,  were  written.  In  fact, 
many  interjections  being  intransitive  verbs  in  the  imperative  mode,  are 
complete  sentences  in  themselves. 

Examples  : — Ho  !  look  !  hush  !  hist  !  avaunt !  away  !  farewell ! 

7.  Many  interjections  are  transitive  imperatives. 

Examples  : — Hold  !  lo  !  see  !  behold  !  &c. 
Example  :■ — Lo  the  poor  Indian,  8fC. 

8.  Many  interjections  are  adjectives,  which  in  the 
full  construction,  are  complements  of  neuter  verbs. 


182  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

(a.)  Examples: — Welcome !  =  (You  are  welcome,)  strange  !=  (It  is 
strange,)  &c.  &c. 

But  from  whatever  words  they  are  derived,  they 
are  mere  substitutes  for  sentences,  which  it  is  usually 
easy  to  state. 

Many  interjections  are  followed  by  a  nominal 
sentence. 

"  Ok,  THAT  I  WERE  INNOCENT  AGAIN." 

(a.)  This  sentence  is  equivalent  to  I  WISH  that  I 
were,  Sc. 

Examples  : — Alas  !  my  noble  boy,  that  thou  shouldst  die." 
"  Oh  that  I  were  as  in  months  past." 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


183 


CHAPTER  XI. 

OF  THE  COMPLEMENT  OF  WORDS. 

1.  Any  element  in  language  which  completes  the 
sense  of  a  word  may  be  called  its  complement  The 
complement  may  be  a  word,  phrase,  or  sentence. 

2.  The  object  of  a  transitive  verb  may  be  called  its 
complement,  since  the  object  completes  the  sense  of 
the  verb. 

Examples  : — I  had  a  dream. 

The  committee  desired  to  retire. 
I  fear  that  the  worst  is  yet  to  come. 

3.  In  the  neuter  sentence  as  before  shown,  the  verb 
must  be  followed  by  a  complement,  which  is  an 
adjunct  of  the  subject. 

Examples  : — Ye  are  knaves. 

They  seem  in  earnest. 

The  truth  is,  we  have  lost  our  way. 

4.  The  neuter  verb  infinitive  or  participle  must 
be  followed  by  a  complement  which  is  an  adjunct  of 
its  subject. 


184  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

/  desire  to  be  lenient. 

(a.)  Lenient  is  the  complement  of  to  feand  an  adjunct 
of  ij  which  is  the  subject  of  to  be. 

Being  in  great  danger,  we  fled. 

(b.)  In  danger,  an  adnom.  phrase,  is  the  complement 
of  being  and  the  adjunct  of  we,  which  is  the  subject  of 
being. 

Having  been  thwarted  in  my  endeavors,  I  left  the  ground. 

(c.)  When  the  neuter  infinitive  or  participle  is  used 
nominally,  it  frequently  has  no  subject,  but  is  still 
followed  by  a  complement. 

His  being  a  clergyman  did  not  deter  him  from  engaging  in  politics. 

(d.)  Being  in  this  example  is  subject  of  the  sentence, 

and  clergyman  is  its  complement. 

To  be  eminent  in  learning  requires  long  study. 

5.  A  passive  participle  derived  from  a  transitive 
verb,  whose  object  is  composed  of  two  nouns,  or  a 
noun  and  a  pronoun,  meaning  the  same  person  or 
thing,  will  be  followed  by  one  of  these  nouns  as  its 
complement,  while  the  other  becomes  the  subject  of 
the  sentence. 

(a.)  In  the  example, 

They  named  him  Jacob. 

when  the  transitive  verb  named  is  changed  to  a 


ANALYSIS  OF  THE  ENGLISH  SK.,  TE17CE. 


185 


passive  participle,  the  noun  Jacob  becomes  its  comple- 
ment, while  him  takes  the  subjective  form,  and  is  the 
subject  of  the  neuter  sentence  ;  as,  he  was  named 
Jacob. 

The  disciples  were  called  Christians. 

(a.)  Sub  —  disciples  ;— verb— were  ;  complement— 
called;  inclep.  neuter  sentence,  complement  of  the 
passive  participle  Christians, 

Examples  : — Sikes  was  elected  leader. 

The  pupils  were  taught  hook-keeping. 
They  were  termed  Shakers. 

The  defective  verbs,  may,  can,  must,  might,  could, 
would,  should,  shall,  will,  do,  and  ought,  are  each 
followed  by  an  infinitive,  which  forms  its  complement 
—the  infinitive  is  not  preceded  by  its  usual  sign 
except  when  used  as  the  complement  of  ought. 

Examples  :— What  could  one  want  better  for  a  place  of  retirement? 

A  village  shaded  by  elms  cannot  but  be  handsome. 
We  ought  always  to  have  regard  for  the  feelings  of 
others. 


186 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


EXAMPLES  FOR  EXEECISES  AND  REVIEW. 


EXAMPLES  OF  TRANSITIVE  SENTENCES. 
Page  25,  No.  20. 

"  The  Scottish  clans  in  headlong  sway, 

Had  swept  the  scarlet  ranks  away." — Scott. 
f  Events  now  shaped  themselves." — Bancroft. 

"  His  followers  repeated  his  new  title  with  affec- 
tionate delight." — Macaulay. 

"  He  professed  in  vehement  terms  his  remorse  for 
his  treason."— Ibid. 

EXAMPLES  OF  INTRANSITIVE  SENTENCES. 
Page  25,  No.  21. 

"His  heart  sank  within  him." — Macaulay. 
"Proctor  and  his  suite  escaped  by  timely  flight  to 
Ancaster,  at  the  head  of  Lake  Ontario." — Hildreth. 
"Here  unmolested  through  whatever  sign 

The  sun  proceeds,  I  wander." — Oowper. 
"  High  on  a  throne  of  royal  state  Satan  exalted  sat." 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


187 


EXAMPLES  OF  NEUTER  SENTENCES. 
Page  25,  No.  22. 

"  Your  graves  are  dug  amid  the  dismal  clouds." 

Pollok 

"  Black  was  her  garb,  her  rigid  rule 

Keformed  on  Benedictine  rule." — Scott. 
"  Her  face  was  pale  and  thin— her  figure  too 

Was  changed." —  Wordsworth. 
"  My  sword  is  thine." — Bmllie. 
"He  was  a  tender  husband,  an  affectionate  par- 
ent."— Bancroft. 

"Those  Virginians  are  men;  they  are  noble 
spirits." 

EXAMPLES  OF  DEPENDENT  AND  INDEPENDENT  SEN- 
TENCES. 

Page  26,  Nos.  23,  24,  25. 

"  Give  me  the  line  that  plows  its  stable  course 
Like  a  proud  swan." — Cowper. 
"  In  every  country  there  were  elderly  gentlemen 
who  had  seen  service  which  was  no  child's  play."— 
Macaulay. 

"  A  third  had  defended  his  house  till  Fairfax  had 
blown  in  the  door  with  a  petard." — Ibid. 
11  In  days  of  old  when  Arthur  filled  the  throne, 
Whose  acts  and  fame  to  foreign  lands  were  blown, 


188 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


The  king  of  elves  and  little  fairy  queen 
Gambol'd  on  heaths,  and  danced  on  every  green; 
And  when  the  jolly  troop  had  left  the  round, 
The  grass  unbidden  rose." — Dryden. 
"  Now,  while  I  taste  the  sweetness  of  the  shade, 
While  nature  lies  around  in  deep-lulled  noon, 
Now  come,  bold  Fancy,  spread  a  daring  flight, 
And  view  the  wonders  of  the  torrid  zone." 

Thomson. 

"  But  all  in  vain  :  for  as  tne  distant  hill, 
Which  on  the  right  or  left,  the  traveler's  eye 
Bounds,  seems  advancing  as  he  walks,  and  oft 
He  looks,  and  looks,  and  thinks  to  pass,  but  still 
It  forward  moves,  and  mocks  his  baffled  sight, 
Till  night  descends  and  wraps  the  scene  in  gloom, 
So  did  this  moral  height  the  vision  mock 

Polloh 

11  When  the  doors  were  thrown  open,  and  Conway 
went  forth,  there  was  an  involuntary  burst  of  grati- 
tude from  the  grave  multitude,  which  beset  the 
avenues  ;  they  stopped  him  ;  they  gathered  round  him 
as  children  round  a  parent,  as  captives  round  a 
deliverer. n — Bancroft 

Page  26,  Nos.  26,  27. 

"  His  reply  was,  he  had  come  to  conquer  or  die." 
— Irving. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  189 

a  I  am  of  the  family  of  Zobier,  who  are  fools  in 
the  full  of  the  moon,  and  if  you  look  at  the  heavens 
you  will  see  that  this  is  my  day."— Irving. 

"  This  was  Saturday  night,  and  on  Monday  he  fore- 
told  to  his  servants  that  <  by  eight  of  the  clock  next 
morning  they  should  lose  their  master.'  " 

"  The  beautiful  part  of  this  island,  whom  I  am 
proud  to  number  amongst  the  most  candid  of  my 
readers,  will  do  well  to  reflect  that  our  dispute  at 
present  concerns  our  civil  as  well  as  religious  rights.11 — 
Addison. 

"  That  critical  discernment  is  not  sufficient  to  make 
men  poets,  is  generally  allowed.  Why  it  should  keep 
them  from  becoming  poets,  is  not  perhaps  equally  evi- 
dent.r — Macaulay. 

Page  26,  No.  28. 

"  The  goldfinch,  who,  to  shun  the  scalding  heat, 

Had  changed  the  medlar  for  a  safer  seat 

Now  perched  upon  the  lady  of  the  flower.  " 

Dry  den. 

"  There  stood  a  hill  not  far,  whose  grisly  top 
Belched  fire  and  rolling  smoke. v — Milton. 

a  Great  day  !  for  which  all  other  days  were  made, 
For  which  earth  rose  from  chaos,  man  from  earth." 

Young. 


190  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

u  It  passed  o'er  the  battle-field  where  sword, 
And  spear,  and  shield,  flashed  in  the  light 
Of  midday." — Prentice. 

Page  27,  No,  29. 

"  And,  while  the  garrison  were  meeting  them  reso- 
lutely on  that  quarter,  the  detachment  on  the  neigh- 
boring heights  poured  into  the  place  a  well-directed 
fire." — Prescott 

"  As  long  as  the  Coliseum  stands,  Eome  shall 
stand ;  when  the  Coliseum  falls,  Eome  will  fall ;  when 
Eome  falls,  the  world  will  fall." 

"But,  if  he  joins  the  opposition,  all  his  associates 
will  expect  that  he  will  promote  them." — Macaulay. 

a  Herodotus  wrote  as  it  was  natural  that  he  should 
write." — Idem. 

"  While  this  work  of  butchery  was  going  on,  num- 
bers were  observed  pushing  off  in  the  barks  that  lined 
the  shore,  and  making  the  best  of  their  way  across  the 
lake." — Prescott 

EXERCISES  IN  CONNECTIVES. 
Page  27,  No.  31. 

"  The  wigwans  and  hovels  were  replaced  by  well- 
built  houses." — Bancroft. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  191 
Page  27,  No.  34. 

"  Our  God  hath  raised  the  slave, 

And  mocked  the  counsel  of  the  wise  and  the  valor 
of  the  brave." — Macaulay. 

u  Essex  had  neither  the  virtues  nor  the  vices  which 
enable  men  to  retain  greatness  long." — Idem. 

Page  28,  No.  34. 

il  He  well  saw  and  well  stated  the  immateriality 
of  thought."— Hallam. 

Page  28,  No.  35. 

"  But  in  the  glances  of  his  eye, 
A  penetrating,  keen,  and  sly 
Expression  found  its  home." — Scott 

Page  28,  No.  36. 

a  They  fought  like  brave  men,  long  and  well." 

Hallech. 

"Now  and  then  events  occurred  which  disturbed 
the  wretched  monotony  of  Frances  Burney's  life." — 
Macaulay. 

Page  28,  No.  37. 

"  They  at  length  ceased  to  hope  or  to  fear  anything 
from  him." — Idem. 

Page  29,  No.  38. 

"He  was  without  fear  of  God  or  man." 


192 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Page  29,  No.  39. 

"  Herminius  smote  Mamilius 
Through  breastplate  and  through  breast.'' — Idem. 

Page  29,  No.  40. 

"That  the  early  Eomans  should  have  had  ballad- 
poetry,  and,  that  this  poetry  should  have  perished,  is, 
therefore,  not  strange." — Macaulay. 

Page  29,  No.  41. 

"  There  was  another,  large  of  understanding, 
Of  memory  infinite;  of  judgment  deep, 
Who  knew  all  learning  and  all  science  knew, 
And  all  phenomena  in  heaven  and  earth, 
Traced  to  their  causes." — Pollok. 

Page  29,  No.  42. 

"  When  on  the  throne  it  sat,  and  round  the  neck 
Of  millions  riveted  its  iron  chain, 
And  on  the  shoulders  of  the  people  laid 
Burdens  unmerciful — it  title  took 
Of  tyranny,  oppression,  despotism." — Pollok. 

Page  30,  No.  43. 

"The  disinherited  knight  sprung  from  his  steed, 
and  also  unsheathed  his  sword." — Scott. 

"  Pope  had  perhaps  wanted  the  judgment  of  Dry- 
den,  but  Dryden  certainly  wanted  the  diligence  of 
Pope." — Johnson. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  193 
Page  30,  No.  47. 

a  Beholdest  thou  yonder,  on  the  crystal  sea, 
Beneath  the  throne  of  God  an  image  fair?" 

Polloh. 

"  Once  in  the  flight  of  ages  past  there  lived  a  man." 

Montgomery. 

Page  31,  No.  48. 

Ct  Know  ye  the  land  where  the  cypress  and  myrtle 
Are  emblems  of  deeds  that  are  done  in  their  clime, 
Where  the  rage  of  the  vulture,  the  love  of  the 
turtle, 

Now  melt  into  sorrow,  now  madden  to  crime  ? 
Know  ye  the  land  of  the  cedar  and  vine, 
Where  the  flowers  ever  blossom,  the  beams  ever 
shine ; 

Where  the  light  wings  of  zephyr,  oppressed  with 
perfume, 

Wax  faint  in  the  gardens  of  Gull  in  her  bloom ; 
Where  the  citron  and  olive  are  fairest  of  fruit, 
And  the  voice  of  the  nightingale  never  is  mute ; 
Where  the  tints  of  the  earth  and  the  hues  of  the 

sky, 

In  color  though  varied,  in  beauty  may  vie, 
And  the  purple  of  ocean  is  deepest  in  dye  ; 
Where  the  virgins  are  soft  as  the  roses  they  twine, 
And  all  save  the  spirit  of  man  is  divine?" — Byron. 


194  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

"  In  another  apartment  I  was  highly  pleased  with  a 
projector  who  had  found  a  device  of  ploughing  the 
ground  with  hogs,  to  save  the  charges  of  ploughs, 
cattle,  and  labor." — Swift 

Page  31,  No.  50. 

"But  if  any  man  shall,  by  charging  me  with  the- 
atrical behavior,  imply  that  I  utter  any  sentiments  but 
my  own,  I  shall  treat  him  as  a  calumniator  and  a 
villain.*— Pitt 

"  Wondering  at  my  flight  — Milton. 

"  Some  tempers  wince  at  every  touch." — Cowper. 

Page  32,  No.  51. 

"While  thus  by  his  brilliant  exploits  and  showy 
manners,  he  captivated  the  imaginations  of  his  country- 
men, he  won  their  hearts  no  less  by  his  soldierlike 
frankness." — Prescott 

"When  we  pass  from  the  science  of  medicine  to 
that  of  legislation,  we  find  the  same  differences  be- 
tween the  systems  of  these  two  great  men." — Ma- 
caulay. 

u  Escaping  evermore. 

Yet  with  so  many  promises  and  looks 
Of  gentle  sort,  that  he  whose  arms  returned 
Empty  a  thousand  times,  still  stretched  them  out, 
And,  grasping,  brought  them  back  again  unfilled." 

PoUoh 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  195 
Page  32,  No.  52. 

"  But  it  is  less  easy  to  understand  why  he  should 
have  been  generally  unpopular  through  the  country." 

Macaulay. 

"We  wonder  that  Sir  Walter  Scott  never  tried  his 
hand  on  the  Duke  of  Newcastle." — Idem. 

"  I  must  go  and  tell  the  king  that  Cape  Breton  is 
an  island." 

Page  40,  No.  24. 

"It  was  Puteney's  business,  it  seems,  to  abolish 
faro  and  masquerades,  to  stint  the  young  Duke  of 
Marlborough  to  a  pint  of  brandy  a  day,  and  to  pre- 
vail on  Lady  Jane  to  be  content  with  three  lovers  at 
a  time." — Macaulay. 
"  'Twas  pitiful  to  see  the  early  flower 

Nipped  by  the  frost." — Polloh. 

Page  41,  No.  26. 

"  It  was  even  said  that  he  had  purposely  allowed 
Washington  to  be  taken,  in  hopes  of  the  removal  of 
the  seat  of  government." — Hildreth. 

11  It  had  been  fondly  hoped,  when  the  Federal  con- 
stitution was  framed,  that  the  cessation  of  the  foreign 
slave-trade  would  be  gradually  followed  by  the  ex- 
tinction of  slavery  itself." — Hildreth. 

"It  is  clear  that  a  writer,  who  falls  into  such  mis- 


KN5  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

tak  es  as  these  is  entitled  to  no  confidence  whatever." 
■ — Macaulay. 

Page  42,  No.  28. 

"  This  phenomenon,  it  seems  probable,  was  caused 
by  the  eruption  of  the  distant  Cotapaxi." — Prescott. 

Page  44,  No.  34. 

u  My  sword  and  yours  are  kin." — Shakspeare. 
"  Your  sword  and  mine  are  different  in  construc- 
tion."—  Webster. 

Page  45,  No.  37. 

"  Myself  shall  mount  the  rostrum  in  his  favor."— 
Addison. 

Page  46,  No.  41. 

"  But  this  fastidiousness,  which  considers  certain 
kinds  of  remuneration  disgraceful  to  men  of  liberal 
condition,  did  not  prevail  in  those  simple  ages." — 
Hdllam. 

"  Every  man  who  attends  to  his  own  ideas,  will  dis- 
cover order  as  well  as  connexion  in  their  succession." 

— Lord  Karnes. 

Page  48,  No.  52. 

"  Appoint  to  office  such  men  as  deserve  confi- 
dence." 


ANALYSIS  OF  THE  ENGLISH  SENTENCE,  197 
Page  48,  No.  55. 

lt  This  is  what  ranks  the  writer  with  the  master- 
spirits of  the  age !  This  is  what  has  been  described 
over  and  over  again,  in  terms  which  would  require 
some  qualification  if  used  respecting  Paradise  Lost ! " 
—Macaulay. 

Page  49,  No.  57. 

"  I  know  what  qualities  you  desire  in  a  friend." — - 
Webster. 

Page  50,  No.  59. 

"  Whoever  trespasses  shall  be  punished." 

Page  51,  No.  60. 

"  At  once  came  forth  whatever  creeps.' ' — Milton. 

Page  51,  No.  61. 

"  Whatever  measure  may  be  adopted,  let  it  be  with 
due  caution." —  Webstei\ 

Page  52,  No.  64. 

"  Who  hath  divided  a  watercourse  for  the  over- 
flowing of  waters,  or  a  way  for  the  lightning  of 
thunder  ?  " 

Page  54,  No.  72. 

"  the  brute  and  rational 

To  please  him  ministered,  and  vied  among 


198  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Themselves,  who  most  should  his  desires  prevent." 

Polbk 

Page  57,  No.  81. 

"  Self-love  and  reason  to  one  end  aspire, 
Pain  their  aversion,  pleasure  their  desire ; 
But  greedy  that}  its  object  would  devour; 
This  taste  the  honey,  and  not  wound  the  flower.' 1 

Pope. 

Page  58,  No.  82. 

u  We  are  told  that  when  a  mere  child,  he  stole  away 
from  his  playfellows  to  a  vault  in  St.  James'  fields,  for 
the  purpose  of  discovering  the  cause  of  a  singular 
echo  which  he  had  observed  there.  It  is  certain  that, 
at  only  twelve,  he  busied  himself  with  very  ingenious 
speculations  on  the  art  of  legerdemain.  These  are 
trifles. " — Macau  lay. 

11  To  write  history  respectably — that  is,  to  abbre- 
viate dispatches,  and  make  extracts  from  speeches, 
to  intersperse  in  due  proportion  epithets  of  praise 
and  abhorrence,  to  draw  up  antithetical  characters 
of  great  men,  setting  forth  how  many  contradictory 
virtues  and  vices  they  united ;  all  this  is  very  easy." 
- — Idem. 

"  You  say  that  the  man  is  innocent ;  that,  he  is 
not." —  Webster. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  199 
Page  59,  No.  86,  (a.) 

"  Ye  defraud,  and  that  your  brethren." — Cor.  vi. 

Page  60,  No.  88. 

"  Every  one  has  his  peculiarities." — Webster. 

Page  61,  No.  93. 

a  The  sons  of  heaven,  archangel,  seraph,  saint. 
There  daily  read  their  own  essential  worth, 
And  as  they  read,  take  place  among  the  just, 
Or  high  or  low,  each  as  his  value  seems." — Pollok. 

Page  61,  No.  95. 

"  None  were  found  who  would  venture  beyond  the 
river." 

Page  62,  No.  97. 

"  And  both  of  them  made  a  covenant." — Genesis. 

rage  62;  No.  99. 

"  Lepidus  flatters  both, 
Of  both  is  flattered  ;  but  he  neither  loves, 
Nor  either  cares  for  him." — Shah  spear  e. 

Page  64,  No.  106. 

"To  reverse  the  rod,  to  spell  the  charm  backwards, 
to  break  the  ties  which  bound  a  stupefied  people  to 
the  seat  of  enchantment,  was  the  noble  aim  of 
M  il  ton ." — Mamulay. 


^UU  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Page  68,  No.  9. 

"  We  believe,  that  at  this  conjuncture,  he  had  it  in 
his  power  to  give  victory  either  to  the  Whigs  or  to 
the  king's  friends." — Idem. 

Page  69,  No.  13. 

u  The  Black  Prince,  whom  he  had  ungratefully 
offended,  withdrew  into  Guienne.'  —  Eallam. 

Page  70,  No.  13,  (c.) 

"  They  turned,  surprised, 

That  they  had  missed  so  long,  what  now  they 
found."— Polhk. 

Page  70,  No.  13. 

"  For  His  elect's  sake  whom  he  hath  chosen." 

Page  71,  No.  14. 

a  Me  what  is  substance  teach, 

And  shadow  what." — Polloh. 
"Son,  give  me  thy  heart." 

"  The  woman  whom  thou  gavest  to  be  with  me, 
she  gave  me  of  the  tree  and  I  did  eat.5  —  Genesis: 

Page  71,  No.  15. 

"  And  honest  men  bewailed  all  order  void ; 
All  laws  annulled  ;  all  property  destroyed; 
The  venerable  murdered  in  the  streets ; 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  201 

The  wise  despised  ;  streams  red  with  blood, 
Lands  desolate  ;  and  famine,  at  the  door/' 

Pollok. 

Page  73,  No.  18. 

"  With  the  laudable  hereditary  feeling  thus  kept 
up  among  these  people,  did  Mr.  Knickerbocker 
undertake  to  write  a  history  of  his  native  city."— 
Irving. 

Page  75,  No.  21. 

"  I  heard  that  the  Greeks  had  defeated  the  Turks." 
«  You  allege  that  the  man  is  innocent."— Webster. 


9*. 


202 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


GENEEAL  EXEEOISES  FOE  ANALYSIS. 


THE  CLOSING  YEAR. — Prentice. 

1.  'Tis1  midnight's8  holy3  hour — and4  silence5  now 
Is  brooding,6  like7  a  gentle  spirit,  o'er7 

The  still  and  pulseless  world.  Hark !  on8  the  winds 
The  bell's2  deep  tones  are  swelling  ;6  'tis  the  knell 
Of 9  the  departed  year. 

2.  No3  funeral  train 

Is  sweeping6  past;  yet,4  on7  the  stream  and10  wood, 
With7  melancholy  light,  the  moonbeams  rest, 
Like  a  pale,  spotless  shroud  ;  the  air  is  stirred, 
As11  by  a  mourners'  sigh ;  and  on  yon  cloud,7 
That12  floats12  so  still  and13  placidly  thro'7  heaven, 


1  Page  25,  No.  22.  2  P.  115,  10.  3  P.  119,  22.  *  P.  30,  43. 
5  P.  35,  1.  6  P.  80,  8.  (a.)  7  P.  31,  49.  What  does  like  connect  ! 
8  On  connects  winds  to  swelling.  9  P.  30,  47.  Of  connects  year  to 
knell.  10  P.  29,  38.  11  As  is  here  the  connective  of  an  adverbial  sen- 
tence which  is  not  expressed,  perhaps — as  it  would  be  stirred.  By  con- 
nects sigh  to  a  verb  in  this  suppressed  sentence.  12  P.  26,  28.  To 
what  does  that  connect  its  sentence  1    13  P.  28,  36. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

The  spirits  of  the  seasons  seem  to  stand, 
Young  Spring/  bright  summer/  Autumn's  solemn 
form,1 

And  Winter1  with  his  aged  locks,  and  breathe 
In  mournful  cadences,2  that  come  abroad 
Like  the  far  wind-harp's  wild  and  touching  wail, 
A  melancholy  dirge3  o'er  the  dead  year, 
Gone4  from  earth  for  ever. 

3.  'Tis  a  time 

For  memory  and  for  tears.    Within  the  deep, 
~Still  chambers  of  the  heart,  a  specter  dim, 
Whose5  tones6  are  like7  the  wizard  voice  of  Time, 
Heard8  from  the  tomb  of  ages,  points9  its10  cold 
And  solemn  finger  to  the  beautiful 
And  holy  visions2  that  have  passed  away, 
And11  left  no  shadow3  of  their  loveliness 
On12  the  dead  waste  of  life. 

4.  That  specter  lifts 

The  coffin-lid  of  hope,  and13  joy,  and  love, 

And,  bending74  mournfully  above  the  pale 

Sweet  forms  that  slumber  there,  scatters  dead  flowers 

O'er  what15  has  passed  to  nothingness. 

5.  The  year   

*  P  116,  14.  2  Page  171,  No.  22.  3  P.  66,  1.  What  is  the  object 
of  breathe  1  *  Gone  is  an  adjunct  of  year.  5  P.  174,  24.  6  P.  165,  5. 
ip  80  9  ffl\  «  Of  what  is  heard  the  adjunct  \  9  Specter  is  the  sub- 
ject of  ^i.  "P.  115,11.  11  P.  28,  34.  -P.  31,49.  13  P.  29.  38, 
"  What  does  bending  limit "!    35  P  145,  example  under  74 


204  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Has  gone,  and  with  it,1  many  a  glorious  throng 
Of  happy  dreams.    Its  mark  is  on3  each  brow,8 
Its  shadow  on  each  heart.    In  its  swift  course, 
It  waved  its  scepter  o'er  the  beautiful — 
And  they  are4  not. 

6.  It  laid  its  pallid  hand 

Upon  the  strong  man — and  the  haughty  form 
Is  fallen,5  and  the  flashing  eye  is  dim. 
It  trod  the  hall6  of  revelry,  where  thronged7 
The  bright  and  joyous — and  the  tearful  wail 
Of  stricken  ones  is  heard,  where  erst8  the  song 
And  reckless  shout  resounded. 

7.  It  passed  o'er 

The  battle-plain,  where  sword  and  spear  and  shield 
Flashed  in  the  light  of  midday — and  the  strength 
Of  serried  hosts  is  shivered,  and  the  grass, 
Green9  from  the  soil  of  carnage,  waves  above 
The  crushed  and  mouldering  skeleton. 

8.  It  came  and  faded  like10  a  wreath  of  mist  at  eve  ; 
Yet,  ere  it  melted  in  the  viewless  air, 


1  With  it  is  an  adverbial  phrase  limiting  the  verb  has  gone,  which  is 
.  understood  after  throng.  *  P.  80,  9.  (a.)  3  P.  81,  note  (b)  under  9. 
4  The  sentence  they  are  not  is  not  neater.  The  verb  are,  here  signifies 
exist,  and  does  not  require  an  adjunct  of  the  subject  after  the  verb .  The 
sentence  is  therefore  intransitive  ;  P.  25,  21  and  22.  5  P.  80,  8.  (a.) 
6  P.  174,  25.  7  What  is  the  subject  *of  thronged?  8  Erst  is  an 
adverb,  word  qualifying  resounded.  9  Green  is  the  adjunct  of  grass 
10  P.  31,  49,  13. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


205 


It  heralded  its1  millions  to  their  homes, 
In  the  dim  land  of  dreams. 

9.  Kemorseless  time, — 

Fierce  spirit*'  of  the  glass  and  scythe,— what  power 
Can  stay3  him4  in  his  silent  course,  or  melt 
His  iron  heart  to  pity  ?    On,  still  on 
He  presses  and  forever. 

10.  The  proud  bird, 

The  condor  of  the  Andes,  that  can  soar 
Through  heaven's  unfathomable  depths,  or5  brave 
The  fury  of  the  northern  hurricane 
And6  bathe  his  plumage  in  the  thunder's  home, 
Ftfrls  his  broad  wings  at  nightfall,  and  sinks  down 
To  rest  upon  his  mountain-crag, — but  Time 
Knows  not  the  weight  of  sleep  or  weariness, 
And  night's  deep  darkness  has  no  chain  to  bind7 
His  rushing  pinion.8 

11.  Eevolutions  sweep 

O'er  earth,  like  troubled  visions  o'er  the  breast 
Of  dreaming  sorrow  ;  cities  rise  and  sink, 
Like  bubbles  on  the  water ;  fiery  isles 
Spring,  blazing9  from  the  ocean,  and  go  back 
To  their  mysterious  caverns ;  mountains  rear 


1  Page  115,  No.  11.      2  P.  164,  2.      3  P.  86,  17.      4  P.  161,  1.  {b  ) 

5  Or  connects  the  infinitives  soar  and  bathe.  6  And  connects  brave  and 
lathe.  7  To  bind  limits  chain.  8  P.  66,  1.  9  What  does  blazing 
limit  1 


206  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

To  heaven  their  bald  and  blackened  cliffs,  and  bow 
Their  tall  heads  to  the  plain  ;  new  empires  rise 
Gathering  the  strength  of  hoary  centuries  ; 
And  rush  down  like  the  Alpine  avalanche, 
Startling  the  nations  ;  and  the  very  stars1 — 
Yon  bright  and  burning  blazonry  of  God — 
Glitter  awhile  in  their  eternal  depths, 
And,  like2  the  Pleiad,  loveliest  of  their  train, 
Shoot  from  their  glorious  spheres,  and  pass  away, 
To  darkle  in  the  trackless  void. 
12.  Yet  Time- 
Time,  the  tomb-builder— holds  his  fierce  career, 
Dark,  stern,  all-pitiless,  and  pauses  not 
Amid  the  mighty  wrecks  that  strew  his  path, 
To  sit  and  muse,  like  other  conquerors, 
Upon3  the  fearful  ruin  he  has  wrought. 


1  What  word  is  in  apposition  with  stars  ?  P.  164,  2.  a  Like  connects 
Pleiad  to  shoot.    3  Upon  connects  its  phrase  to  muse. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


207 


COURSE  OF  TIME. 

BOOK  IV. 
THE  LUST  OF  POWER. 

1     "The  world  had1  much  of  strange  and  won- 
derful : 

In  passion  much,  in  action,  reason,  will ; 
And  much  in  Providence,  which2  still  retired 
From  human  eye,  and3  led  philosophy, 
5  That2  ill  her  ignorance4  liked  to  own,5  through6 
dark 

And  dangerous  paths  of  speculation  wild. 
Some  striking  features,  as7  we  pass,  we  mark,8 
In  order  such9  as  memory  suggests. 

«  One  passion  prominent  appears  :10  the  lust11 
10  Of  power,  which  oft-times  took  the  fairer  name 
Of  liberty,  and  hung  the  popular  flag 
Of  freedom  out.    Many,12  indeed,  its  names : 

1  Patre  83,  No.  3.  2  P.  31,  48.  Which  connects  its  sentence  to 
much.  °  3  P.  29,  41.  *  P.  161,  1,  5  P.  73,  18.  6  Through 
connects  its  phrase  to  led.  7  P.  32,  51.  8  We  mark  features  is 
the  indep.  sentence.  9  P.  135,  58,  19.  As  is  the  object  of  suggests. 
10  P.  83,  4.       11  P.  116,  13.       12  Supply  a  verb. 


208 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


When13  on  the  throne  it  sat,  and1*  round  the  neck 

Of  millions  riveted  its  iron  chain, 
15  And14  on  the  shoulders  of  the  people  laid 

Burdens  unmerciful,  it  title  took 

Of  tyranny,  oppression,  despotism  ; 

And  every  tongue  was  weary  cursing  it. 

When15  in  the  multitude  it  gathered  strength, 
20  And,16  like  an  ocean17  bursting  from  its  bounds, 

Long  beat18  in  vain,  went  forth  resistlessly, 

It  bore  the  stamp  and  designation,  then, 

Of  popular  fury,  anarchy,  rebellion  ; 

And  honest  men  bewailed  all  order19  void;19 
25  All  laws20  annulled  ;20  all  property20  destroyed  ;20 

The  venerable20  murdered20  in  the  streets  ; 

The  wise20  despised  ;20  streams  red19  with  human 
blood ; 

Harvests20  beneath  the  frantic  foot  trode20  down ; 
Lands19  desolate  ;19  and  famine21  at  the  door. 
30     "  These  are  a  part  ;  but  other  names  it  had, 
Innumerous22  as  the  shapes  and  robes  it  wore ; 
But  under  every  name,  in  nature  still 


13  When  connects  its  sentences  to  took.  14  P.  29,  42.  15  When  con- 
nects its  sentence  to  bore.  16  P.  29,  42,  17  P.  167,  10.  18  Beat  is  a  participle 
— an  adnom.  word  limiting  bounds;  it  is  a  perf.  passive  participle  used 
instead  of  beaten.  19  P.  71,  14,  and  15.  (a.)  *  In  this  case  the  object  is 
composed  of  a  noun  and  participle.  21  Here  the  object  is  a  noun  and 
the  adnom.  phrase  at  door.  22  Innumerous  qualifies  names.  Supply 
a  verb  with  shaves,  and  a  relative  pronoun — object  of  icore — before  it. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  209 

Invariabty  the  same,  and  always  bad. 
We  own,24  indeed,23  that  oft  against  itself 

35  It  fought,  and  sceptre25  both26  and  people25  gave 
An  equal  aid,27  as28  long  exemplified 
In  Albion's  isle — Albion,  queen28  of  the  seas — 
And29  in  the  struggle,  something  like  a  kind 
Of  civil  liberty  grew  up,  the  best30 

40  Of  mere  terrestrial  root ;  but31  sickly,30  too, 
And31  living30  only— strange32  to  tell ! — in  strife 
Of  factions  equally  contending;  dead,30 
That  very  moment33  dead,30  that34  one  prevailed. 
"  Conflicting35  cruelly  against  itself, 

45  By  its  own  hand  it  fell ;  part"  slaying  part. 
And  men  who  noticed  not  the  suicide, 
Stood  wondering36  much  why  earth,  from  age  to 
age, 

Was  still  enslaved,  and37  erring  causes  gave. 
"  This  was  earth's  liberty,  its  nature  this, 
50  However  named,  in  whomsoever  found — 

23  P.  75,  21.  2*  P.  83  ,  3  .  25  P.  72,  16.  (a.)  Scepter  and  people  are 
the  indirect  objects  of  gave,  while  aid  is  the  direct  object.  26  Both 

qualifies  the  nouns  scepter  and  people.  27  Supply  was  after  as.  28  P. 
165,  2.  29  And  connects  the  sentence  it  fought  and  something  grew  ; 
both  sentences  are  nominal.  30  Best,  sickly,  living,  and  dead  are  adnom. 
words  limiting   kind.  31  P.  28.  35  .  32  Strange  is  an  adnom. 

word  qualifying  the  whole  phrase  "  living  only  in  strife  of  factions 
equally  contending."  33  P.  150,  82.  34  That  connects  the  following 
sentence  to  moment.  35  Conflicting  limits  it.  36  P.  122,  43,  and  44.  (h.) 
87  P.  29,  42. 


210  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

And37  found  it  was  in  all  of  woman  born — 
Each  man  to  make38  all  subject  to  bis  will ; 
To  make  them  do,39  undo,39  eat,39  drink,39  stand,3* 
move,39 

Talk,39  think,39  and  feel,39  exactly  as  he  chose. 
55  Hence  the  eternal  strife40  of  brotherhoods, 
Of  individuals,  families,  commonwealths. 
The  root  from  which41  it  grew  was  pride — bad 
root 

And  bad  the  fruit42  it  bore.    Then  wonder43  not 
That  long  the  nations  from  it  richly  reaped 
60  Oppression,  slavery,  tyranny,  and  war ; 
Confusion,  desolation,  trouble,  shame. 
And,44  marvelous  though  it  seem,  this  monster, 
when 

It  took  the  name  of  slavery,  as  oft 
It  did,  had  advocates  to  plead  its  cause ; 
65  Beings45  that  walked  erect,  and  spoke  like  men ; 
Of  Christian  parentage  descended,46  too, 


37P.29,42.  3SP.  170,20.  To  make  is  a  phrase  in  apposition  with  this; 
named  and  found  are  adnom.  words  also  limiting  nature  ;  in  whomsoever 
is  an  adverb,  phrase  limiting  found.  39  P.  86,  17.  40  Supply  a  verb. 
41  P.  137,  62  ;  Which  connects  the  sentence  it  grew  to  root,  and  is 
also  the  essential  element  of  an  adverb,  phrase  connected  by  from  tu 
grew.  42  Supply  the  verb  was  with  fruit  and  the  connective  ichich  or 
that  before  it.  43  What  is  the  subject  of  wonder]  44  And  monster 
had  advocates  is  the  indep.  sentence  :  when  and  though  connect  their 
sentences  to  had ;  Though  it  seems  marvelous  is  a  neut.  sentence. 
45  P.  116,  14.    Beings  is  in  apposition  with  monster.    46  Descended  and 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  211 

And  dipped46  in  the  baptismal  font,  as  sign 
Of  dedication  to  the  Prince  who  bowed 
To  death,  to  set  the  sin-bound  prisoner  free." 
FREEDOM  AND  SLAVERY. 
70      "  Unchristian   thought!47    on    what  pretence 
soe'er 

f 

Of  right  inherited,  or  else  acquired  ; 

Of  loss,  or  profit,  or  what  plea  you  name, 

To  buy  and  sell,  to  barter,  whip,  and  hold 

In  chains,  a  being48  of  celestial  make ; 
75  Of  kindred  form,  of  kindred  faculties ; 

Of  kindred  feelings,  passions,  thoughts,  desires; 

Born  free,  and  heir  of  an  immortal  hope  ; 

Thought49  villanous,  absurd,  detestable  ! 

Unworthy  to  be  harbored  in  a  fiend ! 
80  And  only  overreached  in  wickedness 

By  that,  birth  too  of  earthly  liberty, 


dipped  are  adnom.  words  limiting  beings.  47  Independent  by  excla- 
mation. The  infinitives  to  buy,  to  sell,  to  barter,  to  whip,  and  to  hold,  are 
phrases  in  apposition  with  thought.  The  adjunct  of  these  infinitives  is 
on  pretence;  adjunct  of  pretence  of  right ;  adjunct  of  right  inherited  or 
acquired  ;  farther  adjunct  of  pretence  of  loss  or  profit  48  Of  make,  of 
form,  &c,  and  also  J*  n  and  heir,  are  adjuncts  of  being.  Make  is  here 
a  noun.  49  Thought  is  again  independent  by  exclamation.  Indepen- 
dent words  are  usually  the  remnants  of  independent  sentences  ;  hence 
we  find  them  frequently  connected  by  co-ordinate  connectives  to  inde- 
pendent sentences.  Villanous,  absurd,  detested.,  unworthy,  and  over- 
reached are  adjuncts  of  thought ;  by  that  limits  overreached,  that  stands 
for  some  noun  suppressed.  Birth  here  has  the  force  of  born,  and  limits 
that.     Which  aimed,  &c,  also  limits  that 


212  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Which  aimed  to  make  a  reasonable  man 
By  legislation  think,  and  by  the  sword 
Believe.    This  was  that  liberty  renowned, 
85  Those  equal  rights  of  Greece  and  Rome,  where50 
men, 

All   but  a  few,  were  bought,   and  sold,  and 
scourged, 

And  killed,  as  interest  or  caprice  enjoined  ; 
In  aftertimes  talked51  of,  written  of  so  much," 
That  most,  by  sound  and  custom  led  away, 
90  Believed53  the  essence54  answered54  to  the  name. 
Historians  on  this  theme  were  long  and  warm. 
Statesmen,    drunk55  with  the  fumes  of  vain  de- 
bate, 

In  lofty  swelling  phrase,  called  it  perfection  ; 
Philosophers  its  rise,  advance,  and  fall, 
95  Traced  carefully  ;  and  poets  kindled56  still, 

As   memory   brought   it   up :   their   lips  were 
touched 

With  fire,  and  uttered  words  that  men  adored. 
Even  he,  true  bard57  of  Zion,  holy  man!57 
To  whom58  the  Bible  taught  this  precious  verse, 


66  P.  174,  25.  41  Talked,  with  its  inseperable  adjunct  of,  limits  rights 
in  the  85  verse.  The  same  is  true  of  written.  52  That  most  believed,  &c, 
qualify  much  as  limited  by  so.  53  P.  83,  5  .  54  P.  75,  21.  55  P.  125,  49. 
56  P.  S3.  4.  31  P.  116,  13.  Bard  and  man  are  in  apposition  with  he. 
The  indep.  sentence  is  he  kept  harp.       68  P.  137,  62. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  «ZlO 

100  '  He59  is  the  freeman  whom  the  truth  makes  free/ 
By  fashion,60  though61  by  fashion  little  swayed, 
Scarce  kept  his  harp   from  Pagan  freedom's 
praise. 

The  captive  prophet,  whom62  Jehovah  gave 
The  future  years,62  described  it  best,  when  he 

105  Beheld  it  rise  in  vision  of  the  night, 

A  dreadful  beast,  and63  terrible,  and63  strong 
Exceedingly,  with  mighty  iron  teeth ; 
And,  lo !  it  brake  in  pieces,  and  devoured 
And  stamped  the  residue  beneath  its  feet ! 

110     True  liberty  was  Christian  ;64  sanctified,61 
Baptized,64  and  found  in  Christian  hearts  alone 
First-born64  of  Virtue,  daughter64  of  the  skies, 
Nursling64  of  truth  divine,  sister64  of  all 
The  graces,  meekness,  holiness,  and  love ; 

115  Giving64  to  God,  and  man,  and  all  below, 

That  symptom  showed  of  sensible  existence, 
Their  due65  unasked ;  fear65  to  whom66  fear  was 
due ; 

To  all,  respect,65  benevolence,65  and  love  :65 
Companion  of  religion,  where  she  came, 


69  This  line  is  in  apposition  with  verse.    P.  171,  21.  60  Supply 

swayed,  limiting  fashion.  61  Supply  he  was  after  though.  62  P.  72, 
16.  63  What  does  and  connect  1  64  Complement  of  was  and  ad- 
junct  of  liberty.       65  Object  of  giving.       66  P.  172,  23.  (a.) 


214  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

120  There  freedom08  came  ;   where  dwelt,,  there  free- 
dom dwelt ; 

Ruled  where  she  ruled,  expired  where  she  ex- 
pired. 

1  He  was  the  freeman  whom  the  truth  made 
free,' 

Who;  first  of  all,  the  bands  of  Satan  broke  ; 

Who  broke  the  bands  of  Sin,  and  for  his  soul, 
125  In  spite  of  fools,  consulted  seriously  : 

In  spite  of  fashion,  persevered  in  good  ; 

In  spite  of  wealth  or  poverty,  upright  ; 

Who  did  as  reason,  not  as  fancy,  bade  ; 

Who  heard  temptation  sing,  and  yet  turned  not 
130  Aside  ;  saw  Sin  bedeck  her  flowery  bed, 

And  yet  would  not  goe;  up  :  felt  at  his  heart 

The  sword  unsheathed,  yet  would  not  sell  the 
truth  ; 

"Who.  having  power,  had  not  the  will  to  hurt ; 
Who  blushed  alike  to  be,  or  have  a  slave  ; 
135  Who  blushed  at  naught  but  sin,  feared  naught 
but  God ; 
Who,  finally,  in  strong  integrity 
Of  soul,  'midst  want,  or  riches,  or  disgrace, 


es  Freedom  came,  freedom  dwelt,  freedom  ruled,  and  freedom  expired, 
are  independent  sentences.  The  adjuncts  of  he,  direct  and  indirect,  ex- 
tend from  whom  in  the  122  verse,  to  peace  in  the  143.       69  Page  86,  17. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


215 


Uplifted  calmly  sat,  and  heard  the  waves 
Of  stormy  folly  breaking  at  his  feet, 
140  Now  shrill70  with  praise,  now  hoarse70  with  foul 
reproach, 

And  both  despised  sincerely  ;  seeking  this 
Alone — the  approbation  of  his  God, 
Which  still  with  conscience   witnessed  to  his 
peace. 

This,  this  is  freedom,  such  as71  angels  use, 
145  And  kindred  to  the  liberty  of  God. 

First-born  of  Virtue  !  daughter  of  the  skies  ! 
The  man,72  the  state72  in  which  she  ruled,  was 

free  ; 

All  else73  were  slaves  of  Satan,  Sin,  and  Death. 

THE  HUMAN  HEART. 
Already  thou  hast  something  heard  of  good 
150  And  ill,  of  vice  and  virtue,  perfect  each ; 
Of  those  redeemed,  or  else  abandoned  quite  ; 
And  more  shalt  hear,  when,  at  the  judgment- 
day, 

The  characters  of  mankind  we  review. 
Seems  aught74  which  thou  hast  heard  astonish- 
ing? 


70  Adjunct  of  waves.  71  P.  135,  (g.)  Note.  As  is  the  object  of  use. 
72  P.  164,  2.  73  Else  is  subject  of  were.  74  Aught  seems  astonish- 
ing is  a  neuter  sentence. 


216  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

155  A  greater  wonder75  now  thy  audience  asks; 

Phenomenon76  in  all  the  universe 

Of  moral  being,  most  anomalous  ; 

Inexplicable  most,  and  wonderful. 

I'll  introduce  thee  to  a  single  heart — 
160  A  human  heart :  we  enter  not  the  worst, 

But  one  by  God's  renewing  Spirit  touched, 

A  Christian  heart,  awaked  from  sleep  of  sin. 

What77  seest  thou  here  ?  what  mark'st  ?  (ob- 
serve it  well) 

Will,78  passion,  reason,  hopes,  fears,  joy,  distress, 
165  Peace,  turbulence,  simplicity,  deceit, 

Good,  ill,  corruption,  immortality  ; 

A  temple  of  the  Holy  Ghost,  and  yet 

Oft  lodging  fiends  ;  the  dwelling-place  of  all 

The  heavenly  virtues — charity  and  truth, 
170  Humility,  and  holiness,  and  love  ; 

And  yet  the  common  haunt  of  anger,  pride, 

Hatred,  revenge,  and  passions  foul  with  lust ; 

•x-  x  -jf  x 

A  soldier  listed79  in  Messiah's  band, 


75  P.  35,  1.  76  Phenomenon  is  in  apposition  with  wonder.  77  P. 
52,  66,  1st  and  2d.  What  is  the  object  of  seest  and  mark'st.  78  P. 
83,  3.  The  full  construction  would  be  thou  seest  will,  passion,  reason, 
hopes,  fears,  joy,  distress,  peace,  turbulence,  simplicity,  deceit,  good,  ill, 
corruption,  immortality.  Temple,  dwelling-place,  and  haunt,  are  also 
objects  of  seest,  understood.  Soldier,  heir,  and  emblem,  are  in  the 
same  construction  with  ivilL  passion,  &c,  &c.       78  P.  167,  11. 


ANALYSTS   OF   THE   ENGLISH  SENTENCE. 


217 


175  Yet80  giving81  quarter  to  Abaddon's  troops  ; 
With  seraphs  drinking81  from  the  well  of  life, 
And  yet82  carousing81  in  the  cup  of  death  ; 
An  heir  of  heaven,  and  walking  thitherward, 
Yet  casting  back  a  covetous  eye  on  earth : 

180  Emblem  of  strength  and  weakness ;  loving81  now, 
And  now  abhorring81  sin  ;  indulging81  now, 
And  now  repenting81  sore  ;  rejoicing81  now 
With  joy  unspeakable,  and  full  of  glory, 
Now  weeping81  bitterly,  and  clothed83  in  dust : 

185  A  man  willing81  to  do,  and  doing81  not  ; 

Doing,81  and  willing61  not ;  embracing,81  what84 
He  hates  ;  what84  most  he  loves,  abandoning  ;85 
Half  saint,86  and  sinner86  half ;   half  life,  half 
death  ; 

Commixture86  strange  of  heaven,  and  earth,  and 
hell." 

THE  CHRISTIAN'S  CONTEST. 

190  What87  seest   thou   here?  what  mark'st ?  A 
battle-field  :88 

Two  banners89  spread;  two  dreadful  fronts89  of 
war 


80  P.  167,  11.  81  P.  167,  10.  82  P.  174,  26.  83  P.  168,  13. 
84  P.  70,  13.  (c.)  85  P.  163.  (c.)  8BIn  apposition,  with  man. 
«7  P.  52,  65,  and  66.  2.  88  P.  52,  and  65,  1st,  and  P.  53,  66.  89  The 
full  construction  would  be,  Thou  seest  a  battle-field,  banners,  &c. 

10 


218  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

In  shock  of  opposition  fierce  engaged  : 
God,  angels,  saw  whole  empires  rise  in  arms ; 
Saw  kings  exalted  ;  heard  them  tumbled90  down, 
195  And  others  raised  ;  and  heeded  not :  but  here 
God,  angels,  looked:  God,  angels,  fought  :  and 
Hell, 

With  all  his  legions,51  fought :  here  error  fought 
With  truth;  with  darkness,  light;92  and  life98 
with  death. 

And  here  not  kingdoms,  reputations,  worlds, 
200  Were  won  :  the  strife  was  for  eternity  ;9J 
The  victory  was  never-ending  bliss  ; 
The  badge,  a  chaplet  from  the  tree  of  life. 

While    thus,    within,     contending  armies 
strove, 

Without,91  the  Christian  had95  his  troubles  too : 
205  For,  as  by  God's  unalterable  laws, 

And  ceremonial  of  the  heaven  of  heavens, 
Virtue  takes  place  of  all,  and  worthiest  deeds 
Sit  highest  at  the  feet  of  bliss  ;  on  earth 


s»P  74  20  (a)  91  With  legions  is  an  adnom.  phrase  qualify- 
ing Hell  '  92  Life  and  light  are  subjects  of  fought,  understood 
»  P  80  9  (a)  94  Without  is  the  connective  of  a  phrase  whose 
essential'  element  is  suppressed.  It  maybe  called  an  adverb  word. 
»  Hai  is  limited  by  for  opposite  u-as  rule.  This  sentence  is  hniUed 
by  as  virtue  takes  place;  in  all  such  cases  the  verb 
the  representative  of  the  sentence,  and  the  adjunct  if  called  adverbial. 
By  laws  and  by  ceremonial  are  adjuncts  of  taJ(es. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


219 


The  opposite  was  fashion's  rule  polite. 

210  Virtue  the  lowest  place  at  table  took, 

Or  served,  or  was  shut  out :  the  Christian  still 
Was  mocked,  derided,  persecuted,  slain  : 
And  slander,  worse  than  mockery,  or  sword, 
Or  death,  stood  nightly  by  her  horrid  forge, 
And  fabricated  lies  to  stain  his  name 
And  wound  his  peace.    But  still  he  had  a  source 
Of  happiness,  that  men  could  neither  give 
Nor  take  away  :  the  avenues  that  led 
To  immortality  before  him  lay : 

220  He  saw,  with  faith's  far-reaching  eye,  the  fount 
Of  life,  his  Father's  house,  his  Savior  God, 
And  borrowed  thence  to  help  his  present  want 

Virtue  grew  daily  stronger,96  sin 
Decayed;  his  enemies,97  repulsed,  retired; 
225  Till  at  the  stature  of  a  perfect  man 

In  Christ  arrived,98  and,  with  the  Spirit  filled, 
He  gained  the  harbor  of  eternal  rest 


86  Stronger  qualifies  virtue.  97  Enemies  retired  is  the  sentence, 
and  repulsed  limits  the  subject.  98  Arrived  and  filled  limit  the 
subject  of  the  sentence  he  gained  harbor. 


220 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


VIRTUE  IMPERFECT. 

But  think"  not  virtue,  else  than100  dwells  in  God 
Essentially,  was  perfect,  without  spot. 
230  Examine  yonder  suns  :  at  distance  seen, 

How  bright  they  burn  !    how  gloriously  they 

shine, 

Mantling  the  worlds  around  in  beamy  light  ! 
But  nearer  viewed,  we  through  their  luster  see 
Some  dark  behind  :  so  virtue  was  on  earth, 

235  So  is  in  heaven,  and  so  shall  always  be. 

Though  good  it  seem,  immaculate,  and  fair 

Exceedingly,  to  saint  or  angel's  gaze, 

The  uncreated  Eye,  that  searches  all, 

Sees  it  imperfect :  sees,  but  blames  not ;  sees, 

240  Well  pleased ;  and  best  with  those  who  deepest 
dive 

Into  themselves,  and  know  themselves  the101  most 
Taught  thence  in  humbler  reverence  to  bow 
Before  the  Holy  One;  and  oftener  view 
His  excellence,  that  in  them  still  may  rise, 
245  And  grow,  his  likeness,102  growing  evermore. 
Nor  think"  that  any,  born  of  Adam's  race, 
In  his  own  proper  virtue  entered  heaven. 
Once  fallen  from  God  and  perfect  holiness, 


99  p  75^  21.  100 Than  is  subject  of.  dwells.  101  The  qualifies 
the  adverb  most.       103  Likeness  is  subject  of  may 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


221 


No  being,  unassisted,  e'er  could  rise, 

250  Or  sanctify  the  sin-polluted  soul. 

Oft  was  the  trial  made  ;  but  vainly  made  : 
So  oft  as  men,  in  earth's  best  livery  clad, 
However  fair,  approached  the  gates  of  heaven, 
And  stood  presented  to  the  eye  of  God, 

255  Their  impious  pride  so  oft103  his  soul  abhorred. 
Vain  hope  !  in  patch-work  of  terrestrial  grain, 
To  be  received  into  the  courts  above ; 
As  vain,  as  towards  yonder  suns  to  soar 
On  wing  of  waxen  plumage,  melting  soon. 

REDEEMING  LOVE. 
260     Look  round,  and  see  those  numbers  infinite, 

That  stand  before  the  throne,  and10*  in  their 
hands 

Palms  waving10*  high,  as  token  of  victory 
For  battles  won  :  these  are  the  sons  of  men 
Eedeemed,  the  ransomed  of  the  Lamb  of  God : 

265  All  these,  and  millions  more  of  kindred  blood, 
Who  are  now  out  on  messages  of  love — 
All  these — their  virtue,  beauty,  excellence, 
And  joy — are  purchase  of  redeeming  blood  ; 
Their  glory,  bounty  of  redeeming  love. 

270  "0  love105  divine!— harp,106  lift  thy  voice  on  high!" 

103  So  oft  is  redundant.  l0*  To  make  the  sentence  correct  we 
must  omit  and,  or  else  use  wave  instead  of  waving.  105  Independent  by 
exclamation.        106  Independent  by  address. 


222 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


Shout,  angels !  shout  aloud,  ye  sons107  of  men  ! 
And  burn,  my  heart,107  with  the  eternal  flame  ! 
My  lyre,107  be  eloquent  with  endless  praise  ! — 
O  love  divine  !  immeasurable  love ! 
275  Stooping108  from  heaven  to  earth,  from  earth  to 
hell, 

Without  beginning,109  endless,  boundless  love! 
Above  all  asking,  giving108  far,  to  those 
Who  naught  deserved,  who  naught  deserved  but 
death  ! 

Saving108  the  vilest !  saving108  me ! — 0  love 
280  Divine !  O  Savior  God  !  0  Lamb,  once  slain  ! 

At  thought  of  thee,  thy  love,  thy  flowing  blood, 
All  thoughts   decay;   all  things  remembered, 
fade  ; 

All  hopes  return  ;  all  actions  done  by  men 
Or  angels,  disappear,  absorbed  and  lost ; 
285  All  fly,110  as  from  the  great  white  Throne,  which 
he, 

The   prophet,   saw,    in  vision  wrapped  ;m  the 
heavens 

And  earth,  and  sun,  and  moon,  and  starry  host 
Confounded  fled,  and  found  a  place  no  more. 


107  Independent  by  address.  108  Adnom.  word,  adjunct  of  love. 

109  Adnom.  phrase,  adjunct  of  love.  110  The  construction  here  is  as  fol- 
lows :  u  All  fly  as  the  heavens  and  earth  and  sun  and  moon  and  starry  host^ 
confounded,  fled  Jrom  the  great  white  throne  which"  &c.      111  P.  125.  49. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


223 


WINTER. 


The  Argumemt. — The  Subject  proposed. — Address  to  the  Earl  of  Wil- 
mington.— First  approach  of  Winter. — According  to  the  natural 
course  of  the  season,  various  storms  described. — Rain. — Wind. — ■ 
Snow. —The  driving  of  the  Snows  ;  a  man  perishing  among  them  ; 
whence  reflections  on  the  wants  and  miseries  of  human  life. — The 
wolves  descending  from  the  Alps  and  Apennines. — A  Winter  evening 
described  ;  as  spent  by  philosophers  ;  by  the  country  people  ;  in  the 
city. — Frost. — A  view  of  Winter  within  the  polar  circle.— A  thaw. — 
The  whole  concluding  with  moral  reflections  on  a  future  state. 

See  !  Winter  comes  to  rule  the  varied  year. 
Sullen  and  sad,  with  all  his  rising  train  ; 
Vapors,  and  clouds,  and  storms.     Be  these  my- 
th erne  ; 

These,  that  exalt  the  soul  to  solemn  thought, 
5  And  heavenly  musing.  Welcome,  kindred  glooms, 
Congenial  horrors,  hail !    With  frequent  foot, 
Pleased  have  I,  in  my  cheerful  morn  of  life, 
When  nursed  by  careless  solitude  I  lived, 
And  sung  of  Nature  with  unceasing  joy, 
10  Pleased  have  I  wandered  through  your  rough 
domain  ; 

Trod  the  pure  virgin-snows,  myself  as  pure ; 
Heard  the  winds  roar,  and  the  big  torrent  burst ; 
Or  seen  the  deep-fermenting  tempest  brew'd, 


ANALYSIS  OF  TUE  ENGLISH  SENTENCE. 

In  the  grim  evening  sky.    Thus  pass'ci  the  time, 
15  Till  through  the  lucid  chambers  of  the  south 

Look'ci   out  the  joyous  Spring,  look'd  out  and 
smiled. 

ADDRESS  TO  THE  EARL  OF  WILMINGTON. 

To  thee,  the  patron  of  her  first  essay, 
The  Muse,  O  Wilmington  !  renews  her  song. 
Since  has  she  rounded  the  revolving  year ; 
20  Skimmed   the   gay   Spring  ;   on   eagle  pinions 
borne, 

Attempted  through,  the  summer  blaze  to  rise  ; 

Then  swept  o'er  Autumn  with  the  shadowy  gale  ; 

And  now  among  the  wintry  clouds  again 

Eoll'd  in  the  doubling  storm,  she  tries  to  soar ; 
25  To  swell  her  note  with  all  the  rushing  winds ; 

To  suit  her  sounding  cadence  to  the  floods. 

As  is  her  theme,  her  numbers  wildly  great  : 

Thrice  happy  could  she  fill  thy  judging  year 

With  bold  description  and  with  manly  thought. 
30  Nor  art  thou  skilPd  in  awful  schemes  alone, 

And  how  to  moke  a  mighty  people  thrive  ; 

But  equal  goodness,  sound  integrity, 

A  firm  unshaken,  uncorrupted  soul 

Amid  a  sliding  age,  and  burning  strong 
35  (Not  vainly  blazing)  for  thy  country's  weal, 

A  steady  spirit  regularly  free  : 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  225 

These,  each  exalting  each,  the  statesman  light 
Into  the  patriot  ;  these,  the  public  hope 
And  eye  to  thee  converting,  bid  the  Muse 
40  Eecord  what  envy  dares  not  flattery  call. 

THE  FIRST  APPROACH  OF  WINTER. 
Now  when  the  cheerless  empire  of  the  sky 
To  Capricorn  the  Centaur  Archer  yields, 
And  fierce  Aquarius  stains  th'  inverted  year  ; 
Hung  o'er  the  furthest  verge  of  heaven,  the  sun 
45  Scarce  spreads  through  ether  the  dejected  day, 
Faint  are  his  gleams,  and  ineffectual  shoot 
His  struggling  rays  in  horizontal  lines, 
Through  the  thick  air  ;   as  clothed  in  cloudy 
storm, 

Weak,    wan,   and   broad,  he  skirts  the  southern 
sky; 

50  And,  soon  descending,  to  the  long  dark  night, 
Wide  shading  all,  the  prostrate  world  resigns. 
Nor  is  the  light  unwish'd  ;  while  vital  heat. 
Light,  life,  and  joy  the  dubious  day  forsake. 
Meantime,  in  sable  cincture,  shadows  vast, 

55  Deep-tinged  and  damp,  and  congregated  clouds, 

And  all  the  vapory  turbulence  of  heaven, 

Involve  the  face  of  things.    Thus  Winter  falls, 

A  heavy  gloom,  oppressive  o'er  the  world, 

Through  Nature  shedding  influence  malign, 
10* 


4 


226  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

60  And  rouses  up  the  seeds  of  dark  disease. 
The  soul  of  man  dies  in  him,  loathing  life, 
And  black  with  more  than  melancholy  views. 
The  cattle  droop;  and  o?er  the  furrowed  land, 
Fresh  from  the  plough,  the  dun  discolor'd  flocks, 

65  "[Intended  spreading,  crop  the  wholesome  root. 
Along  the  woods,  along  the  moorish  fens, 
Sighs  the  sad  genius  of  the  coming  storm ; 
And  up  among  the  loose  disjointed  cliffs, 
And  fractured    mountains   wild,   the  brawling 
brook 

70  And  cave  presageful,  send  a  hollow  moan, 
Eesounding  long  in  listening  Fancy's  ear. 

CHEERLESS  RAIN-STORM 

Then  comes  the  father  of  the  tempest  forth, 
Wrapp'd  in  black  glooms.     First,  joyless  rains 
obscure 

Drive  through  the  mingling   skies   with  vapor 
foul ; 

75  Dash   on  the  mountain's  brow,  and  shake  the 
woods, 

That  grumbling  wave  below.    Th'  unsightly  plain 
Lies  a  brown  deluge  ;  as  the  low  bent  clouds 
Pour  flood  on  flood,  yet  unexhausted,  still 
Combine,  and  deepening  into  night,  shut  up 
80  The  day's  fair  face.    The  wanderers  of  heaven, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  227 

Each  to  his  home,  retire  ;  save  those  that  love 
To  take  their  pastime  in  the  troubled  air, 
Or  skimming  flutter  round  the  dimply  pool. 
The  cattle  from  the  untasted  fields  return, 

85  And  ask,  with  meaning  low,  their  wonted  stalls  ; 
Or  ruminate  in  the  contiguous  shade. 
Thither  the  household,  feathery  people  crowd, 
The  crested  cock,  with  all  his  female  train, 
Pensive,  and  dripping  !  while  the  cottage  hind 

90  Hangs  o'er  th'   enlivening  blaze,  and  taleful 
there 

Eecounts  his  simple  frolic.    Much  he  talks, 
And  much  he  laughs,  nor  recks  the  storm  that 
Without,  and  rattles  on  his  humble  roof,  [blows 
Wide   o'er  the  brim,  with  many  a  torrent 
sweird, 

95  And  the  mix'd  ruin  of  its  banks  o'erspread, 
At  last  the  roused-up  river  pours  along. 
Eesistless,  roaring,  dreadful,  down  it  comes, 
From  the  rude  mountain  and  the  mossy  wild. 
Tumbling  through  rocks  abrupt,  and  sounding 
far  ; 

100  Then  o'er  the  sanded  valley  floating  spreads, 
Calm,  sluggish,  silent  ;  till  again,  constraint 
Between  two  meeting  hills,  it  bursts  away, 
Where  rocks  and  woods  o'erhang  the  turbid 
stream ; 


228  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

There  gathering  triple  force,  rapid  and  deep, 
105  It  boils,  and  wheels,  and  foams,  and  thunders 
through. 

WINTER  TEMPESTS. 

Nature  !  great  parent !  whose  unceasing  hand 
Eolls  round  the  seasons  of  the  changeful  year, 
How  mighty,  how  majestic  are  thy  works ! 
With  what  a  pleasing  dread  they  swell  the  soul  ! 

110  That  sees  astonish'd  !  and  astonish 'd  sings  ! 
Ye  too,  ye  winds  !  that  now  begin  to  blow 
With  boisterous  sweep,  I  raise  my  voice  to  you. 
Where  are  your  stores,  ye  powerful  beings!  say, 
Where  your  aerial  magazines  reserved, 

115  To  swell  the  brooding  terrors  of  the  storm  ? 
In  what  far  distant  region  of  the  sky, 
Hush'd  in  deep  silence,  sleep  ye  when  'tis  calm? 

When  from  the  pallid  sky  the  sun  descends, 
With  many  a  spot  that  o'er  his  glaring  orb 

120  Uncertain  wanders,  stain' d  ;  red,  fiery  streaks 
Begin  to  flush  around.    The  reeling  clouds 
Stagger  with  dizzy  poise,  as  doubting  yet 
Which  master  to  obey;  while  rising  slow, 
Blank,  in  the  leaden-color'd  east,  the  moon 

125  Wears  a  wan  circle  round  her  blunted  horns. 
Seen  through  the  turbid  fluctuating  air, 
The  stars  obtuse  emit  a  shiver'd  ray  ; 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  229 

Or  frequent  seem  to  shoot  athwart  the  gloom, 
And  long  behind  them  trail  the  whitening  blaze. 

130  Snatch'd  in  short  eddies,  plays  the  withered  leaf; 
And  on  the  flood  the  dancing  feather  floats. 
With  broaden'd  nostrils  to  the  sky  upturn'd, 
The  conscious  heifer  snuffs  the  stormy  gale. 
E'en  as  the  matron,  at  her  nightly  task, 

135  With  pensive  labor  draws  the  flaxen  thread, 
The  wasted  taper  and  the  crackling  flame 
Foretell  the  blast.    But  chief  the  plumy  race, 
The  tenants  of  the  sky,  its  changes  speak. 
Eetiring  from  the  downs,  where  all  day  long 

140  They  pick'd  their  scanty  fare,  a  blackening  train 
Of  clamorous  rooks  thick  urge  their  weary  flight, 
And  seek  the  closing  shelter  of  the  grove. 
Assiduous,  in  his  bower,  the  wailing  owl 
Plies  his  sad  song.    The  cormorant  on  high 

145  Wheels  from  the  deep,  and  screams  along  the 
land. 

Loud  shrieks  the  soaring  hern  ;    and  with  wild 
wing 

The  circling  sea-fowl  cleave  the  flaky  clouds. 
Ocean,  unequal  press VJ,  with  broken  tide 
And  blind  commotion  heaves  ;  while  from  the 
shore 

150  Eat  into  caverns  by  the  restless  wave, 

And  forest-rustling  mountain,  comes  a  voice 


230 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


That  solemn  sounding  bids  the  world  prepare. 
Then  issues  forth  the  storm  with  sudden  burst, 
And  hurls  the  whole  precipitated  air 
155  Down,  in  a  torrent.    On  the  passive  main 

Descends  the  ethereal  force,  and  with  strong 
gust 

Turns  from  its  bottom  the  discolored  deep. 
Through   the   blac^k  night  that   sits  immense 
around, 

Lash'd  into  foam,  the  fierce  conflicting  brine 
160  Seems  o'er  a  thousand  raging  waves  to  burn. 
Meantime  the  mountain  billows,  to  the  clouds 
In  dreadful  tumult  swell'd,  surge  above  surge, 
Burst  into  chaos  with  tremendous  roar, 
And  anchored  navies  from  their  stations  drive, 
165  "Wild  as  the  winds  across  the  howling  waste 
Of  mighty  waters.    Now  th5  inflated  wave 
Straining  they  scale,  and  now  impetuous  shoot 
Into  the  secret  chambers  of  the  deep, 
The  wintry  Baltic  thundering  o'er  their  head. 
170  Emerging  thence  again,  before  the  breath 

Of  full-exerted  heaven,  they  wing  their  course, 
And  dart  on  distant  coasts ;  if  some  sharp  rock 
Or  shoal  insidious  break  not  their  career, 
And   in   loose   fragments   fling  them  floating 
round. 

175     Nor  less  at  land  the  loosen'd  tempest  reigns. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

The  mountain  thunders  ;  and  its  sturdy  sons 
Stoop  to  the  bottom  of  the  rocks  they  shade. 
Lone  on  the  midnight  steep,  and  all  aghast, 
The  dark  wayfaring  stranger  breathless  toils, 

180  And,  often  falling,  climbs  against  the  blast. 
Low  waves  the  rooted  forest,  vex'd,  and  sheds 
What  of  its  tarnish' d  honors  yet  remain ; 
Dash'd  down,  and  scatter'd  by  the  tearing  wind's 
Assiduous  fury,  its  gigantic  limbs. 

185  Thus  struggling  through  the  dissipated  grove, 
The  whirling  tempest  raves  along  the  plain ; 
And  on  the  cottage  thatch'd,  or  lordly  roof, 
Keen  fastening,  shakes  them  to  the  solid  base. 
Sleep   frighted  flies  ;  and  round   the  rocking 
dome, 

190  For  entrance  eager,  howls  the  savage  blast. 

Then,  too,  they  say,  through  all  the  burden'd 
air, 

Long  groans  are  heard,  shrill  sounds,  and  distant 
sighs, 

That,  utter' d  by  the  Demon  of  the  night, 
Warn  the  devoted  wretch  of  woe  and  death. 
195     Huge  uproar  lords  it  wide.    The  clouds  com- 
mix'd 

With  stars  swift  gliding  sweep  along  the  sky. 
All  nature  reels.    Till  Nature's  King,  who  oft 
Amid  tempestuous  darkness  dwells  alone, 


232  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

And  on  the  wings  of  the  careering  wind 
200  Walks  dreadfully  serene,  commands  a  calm  ; 

Then,  straight,  air,  sea,  and  earth  are  hush'd  at 
once. 

As  yet  'tis  midnight  deep.    The  weary  clouds, 

Slow  meeting,  mingle  into  solid  gloom. 

Now,  while  the  drowsy  world  lies  lost  in  sleep, 
205  Let  me  associate  with  the  serious  Night, 

And  Contemplation,  her  sedate  compeer  ; 

Let  me  shake  off  th'  intrusive  cares  of  day, 

And  lay  the  meddling  senses  all  aside. 
Where  now,  ye  lying  vanities  of  life ! 
210  Ye  ever  tempting,  ever  cheating  train  ! 

Where  are  you  now?  and  what  is  your  amount? 

Vexation,  disappointment,  and  remorse  ; 

Sad,  sickening  thought !  and  yet,  deluded  man, 

A  scene  of  crude  disjointed  visions  past, 
215  And  broken  slumbers,  rises  still  resolved, 

With  new-flush'd  hopes  to  run  the  giddy  round. 
Father  of  light  and  life  !  thou  Good  Supreme  ! 

0,  teach  me  what  is  good  !  teach  me  Thyself ! 

Save  me  from  folly,  vanity,  and  vice, 
220  From  every  low  pursuit !  and  feed  my  soul 

With   knowledge,   conscious  peace,  and  virtue 
pure ; 

Sacred,  substantial,  never-fading  bliss  ! 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


233 


SNOW  MANTLES  THE  EARTH  :   DISTURBS  THE  COMFORT 
OF  ANIMALS. 

The  keener  tempests  rise  ;  and  faming  dun 
From  all  the  livid  east,  or  piercing  north, 
225  Thick  clouds  ascend  ;  in  whose  capacious  womb 
A  vapory  deluge  lies,  to  snow  congeal'd. 
Heavy  they  roll  their  fleecy  world  along, 
And  the  sky  saddens  with  the  gather'd  storm. 
Through  the   hush'd  air  the  whitening  shower 
descends, 

230  At  first  thin  wavering  ;  till  at  last  the  flakes 
Fall  broad  and  wide  and  fast,  dimming  the  day 
With  a  continual  flow.    The  cherish'd  fields 
Put  on  their  winter  robe  of  purest  white. 
'Tis  brightness  all ;  save  where  the  new  snow 
melts 

235  Along  the  mazy  current.    Low  the  woods 

Bow  their  hoar  head ;  and  ere  the  languid  sun 
Faint  from  the  west  emits  his  evening  ray, 
Earth's  universal  face,  deep  hid,  and  chill, 
Is  one  wild  dazzling  waste,  that  buries  wide 

240  The  works  of  man.    Drooping,  the  laborer-ox 
Stands  covered  o'er  with  snow,  and  then  de- 
mand 

The  fruit  of  all  his  toil.    The  fowls  of  heaven, 
Tamed  by  the  cruel  season,  crowd  around 


234  analysis  or  the  English  sentence. 

The  winnowing  store,  and  claim  the  little  boon 
245  Which  Providence  assigns  them.    One  alone, 
The  red-breast,  sacred  to  the  household  gods, 
Wisely  regardful  of  the  embroiling  sky, 
In  joyless  fields  and  thorny  thickets,  leaves 
His  shivering  mates,  and  pays  to  trusted  man 
250  His  annual  visit.    Half  afraid,  he  first 

Against  the  window  beats;  then,  brisk,  alights 
On  the  warm  hearth ;   then,  hopping  oer  the 
floor, 

Eyes  all  the  smiling  family  askance, 

And  pecks,  and  starts,  and  wonders  where  he  is  ; 

255  Till,  more  familiar  grown,  the  table-crumbs 
Attract  his  slender  feet.    The  foodless  wilds 
Pour  forth  their  brown  inhabitants.    The  hare, 
Though  timorous  of  heart,  and  hard  beset 
By  death  in  various  forms,  dark  snares,  and  dogs, 

260  And  more  unpitying  men,  the  garden  seeks, 
Urged  on  by  fearless  want.    The  bleating  kind 
Eve  the  bleak  heaven,  and  next  the  glistening 
earth, 

With  looks   of  dumb   despair ;  then,  sad  dis- 
persed, 

Dig  for  the  wither  d  herb  through  heaps  of  snow. 
265      Now,  shepherds,  to  your  helpless  charge  be 
kind  ; 

Baffle  the  raging  year,  and  fill  their  pens 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


235 


With  food  at  will ;  lodge  them  below  the  storm, 
And  watch  them  strict  :   for  from  the  bellowing 
east, 

In  this  dire  season,  oft  the  whirlwind's  wing 
270  Sweeps  up  the  burden  of  whole  wintry  plains 
At  one  wide  waft,  and  o'er  the  hapless  flocks, 
Hid  in  the  hollow  of  two  neighboring  hills, 
The    billowy   tempest   whelms ;    till,  upward 
urged, 

The  valley  to  a  shining  mountain  swells, 
275  Tipp'd  with  a  wreath  high  curling  in  the  sky. 

THE  COTTAGER  PERISHING  IN  A  SNOW-STORM. 

As  thus  the  snows  arise ;  and  foul  and  fierce, 
All  Winter  drives  along  the  darkened  air ; 
In  his  own  loose  revolving  fields,  the  swain 
Disaster'd  stands  ;  sees  other  hills  ascend, 

280  Of  unknowm  joyless  brow  ;  and  other  scenes 
Of  horrid  prospect,  shag  the  trackless  plain : 
Nor  finds  the  river,  nor  the  forest  hid 
Beneath  the  formless  wild  ;  but  wanders  on 
From  hill  to  dale,  still  more  and  more  astray ; 

285  Impatient  flouncing  through  the  drifted  heaps. 
Stung  with  the  thoughts  of  home,  the  thoughts 
of  home 

Eush  on  his  nerves,  and  call  their  vigor  forth 
In  many  a  vain  attempt.    How  sinks  his  soul  ! 


236  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

What  black  despair,  what  horror  fills  his  heart  I 
290  When  for  the  dusky  spot,  which  fancy  feign'd 

His  tufted  cottage  rising  through  the  snow, 

He  meets  the  roughness  of  the  middle  waste, 

Far  from  the  track  and  bless'd  abode  of  man ! 

While  round  him  night  resistless  closes  fast, 
295  And  every  tempest,  howling  o'er  his  head, 

Renders  the  savage  wilderness  more  wild. 

Then  throng  the  busy  shapes  into  his  mind 

Of  covered  pits,  unfathomably  deep, 

A  dire  descent !  beyond  the  power  of  frost  I 
800  Of  faithless  bogs  ;  of  precipices  huge, 

Smoothed  up  with  snow;  and,  what  is  land, 
unknown, 

"What  water,  of  the  still  unfrozen  spring, 

In  the  loose  marsh  or  solitary  lake, 

Where  the  fresh  fountain  from  the  bottom  boils. 

305  These  check  his  fearful  steps  ;  and  down  he  sinks 
Beneath  the  shelter  of  the  shapeless  drift, 
Thinking  o'er  all  the  bitterness  of  death, 
Mix'd  with  the  tender  anguish  Nature  shoots 
Through  the  wrung  bosom  of  the  dying  man, 

310  His  wife,  his  children,  and  his  friends  unseen. 
In  vain  for  him  th'  officious  wife  prepares 
The  fire  fair-blazing,  and  the  vestment  warm; 
In  vain  his  little  children,  peeping  out 
Into  the  mingling  storm,  demand  their  sire, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  237 

315  With  tears  of  artless  innocence.    Alas  ! 

Nor  wife,  nor  children,  more  shall  he  behold, 
Nor  friends,  nor  sacred  home.    On  every  nerve 
The  deadly  Winter  seizes  ;  shuts  up  sense ; 
And  o'er  his  inmost  vitals  creeping  cold, 

320  Lays  him  along  the  snows,  a  stiffen' d  corse, 

Stretch 'd  out,    and  bleaching  in  the  northern 
blast. 

REFLECTIONS   ON  HUMAN  POVERTY  AND  WRETCH- 
EDNESS. 

Ah  !  little  think  the  gay,  licentious  proud, 
Whom  pleasure,  power,  and  affluence  surround  ; 
They   who   their   thoughtless  hours   in  giddy 

mirth, 

325  And  wanton,  often  cruel,  riot  waste ; 

Ah  !  little  think  they,  while  they  dance  along, 
How  many  feel,  this  very  moment,  death, 
And  all  the  sad  variety  of  pain  : 
How  many  sink  in  the  devouring  flood, 

330  Or  more  devouring  flame  ;  how  many  bleed, 
By  shameful  variance  betwixt  man  and  man : 
How  many  pine  in  want,  and  dungeon  glooms ; 
Shut  from  the  common  air,  and  common  use 
Of  their  own  limbs  :  how  many  drink  the  cup 

335  Of  baleful  grief,  or  eat  the  bitter  bread 
Of  misery  :  sore  pierced  by  wintry  winds, 


238 


ANALYSTS  OF  THE  ENGLISH  SENTENCE. 


How  many  shrink  into  the  sordid  hut 
Of  cheerless  poverty  :  how  many  shake 
With  all  the  fiercer  tortures  of  the  mind, 
340  Unbounded  passion,  madness,  guilt,  remorse ; 

Whence  tumbled  headlong  from  the  height  of 
life, 

They  furnish  matter  for  the  tragic  Muse : 
E'en  in  the  vale,  where  Wisdom  loves  to  dwell, 
With  Friendship,    Peace,    and  Contemplation 
join'd, 

345  How  many,  rack'd  with  honest  passions,  droop 
In  deep  retired  distress  :  how  many  stand 
Around  the  death-bed  of  their  dearest  friends, 
And  point  the  parting  anguish.    Thought  fond 
man 

Of  these,  and  all  the  thousand  nameless  ills, 
350  That  one  incessant  struggle  render  life, 

One  scene  of  toil,  of  suffering;  and  of  fate  ; 

Vice  in  his  high  career  would  stand  appall'd, 

And  heedless,  rambling  Impulse  learn  to  think ; 

The  conscious  heart  of  Charity  would  warm, 
355  And  her  wide  wish,  Benevolence  dilate ; 

The  social  tear  would  rise,  the  social  sigh ; 

And  into  clear  perfection,  gradual  bliss, 

Befining  still,  the  social  passions  work. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


239 


CRUELTIES  OF  A  BRITISH  PRISON  IN  THE  EIGHTEENTH 
CENTURY. 

And  here  can  I  forget  the  generous  band, 
360  Who,   touch'd    with    human    woe,  redressive 
searched 

Into  the  horrors  of  the  gloomy  jail  ; 
Unpitied,  and  unheard,  where  Misery  moans ; 
Where  Sickness  pines  ;  where  Thirst  and  Hunger 
burn, 

And  poor  Misfortune  feels  the  lash  of  Vice  ? 
365  While  in  the  land  of  Liberty,  the  land 

Whose  every  street  and  public  meeting  glow 
With  open  freedom,  little  tyrants  raged ; 
Snatch'd  the  lean   morsel   from  the  starving 
mouth ; 

Tore  from  cold  wintry  limbs  the  tatter 'd  weed  ; 
370  E'en  robb'd  them  of  the  last  of  comforts,  sleep  : 

The  freeborn  Briton  to  the  dungeon  chain'd, 

Or,  as  the  lust  of  cruelty  prevailed, 

At  pleasure  marked  him  with  inglorious  stripes  ; 

And  cruslrd  out  lives,  by  secret  barbarous  ways, 
375  That  for  their  country  would  have  toil'd  or 
bled. 

O  great  design  !  if  executed  well, 
With  patient  care,  and  wisdom-temper'd  zeal. 
Ye  sons  of  Mercy  !  yet  resume  the  search  ; 
Drag  forth  the  regal  monsters  into  light. 


240  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

380  Wrench  from  their  hands  Oppression's  iron  rod, 
And  bid  the  cruel  feel  the  pains  they  give. 
Much  still  untoueh'd  remains ;  in  this  rank  age, 
Much  is  the  patriot's  weeding  hand  required. 
The  toils  of  law,  (what  dark  insidious  men 

385  Have  cumbrous  added  to  perplex  the  truth, 
And  lengthen  simple  justice  into  trade,) 
How  glorious  were  the  day  that  saw  these  broke, 
And  every  man  within  the  reach  of  right  ! 

WOLVES    DESCENDING    FROM   THE  ALPS   AND  APEN- 
NINES. 

By  wintry  famine  roused,  from  all  the  tract 
390  Of  horrid  mountains,  which  the  shining  Alps, 
And  wavy  Apennine,  and  Pyrenees, 
Branch  out  stupendous  into  distant  lands ; 
Cruel  as  death,  and  hungry  as  the  grave  ! 
Burning  for  blood !  bony,  and  gaunt,  and  grim  ! 
395  Assembling  wolves  in  raging  troops  descend  ; 
And,  pouring  o'er  the  country,  bear  along 
Keen  as  the  north-wind  sweeps  the  glossy  snow. 
All  is  their  prize.    They  fasten  on  the  steed, 
Press  him  to  earth,  and  pierce  Ins  might}7  heart. 
400  Nor  can  the  bull  his  awful  front  defend, 
Or  shake  the  murdering  savages  away. 
Rapacious,  at  the  mother's  throat  they  fly, 
And  tear  the  screaming  infant  from  her  breast. 


ANALYSIS   OF   THE  ENGLISH   SENTENCE.  241 

The  godlike  face  of  man  avails  him  naught. 
405  E'en  beauty,   force   divine  !    at  whose  bright 
glance 

The  generous  lion  stands  in  soften'd  gaze, 
Here  bleeds,  a  hapless,  undistinguish'd  prey. 
But  if,  apprised  of  the  severe  attack, 
The  country  be  shut  up,  lured  by  the  scent, 
410  On  churchyards  drear  (inhuman  to  relate  !) 
The  disappointed  prowlers  fall,  and  dig 
The  shrouded  body  from  the  grave  ;  o'er  which 
Mix'd  with  foul  shades  and  frighted  ghosts,  they 
howl. 

Among  those  hilly  regions,  where  embraced 
415  In  peaceful  vales  the  happy  Grisons  dwell  ; 
Oft,  rushing  sudden  from  the  loaded  cliffs, 
Mountains  of  snow  their  gathering  terrors  roll  ; 
From  steep  to  steep,  loud  thundering  down  they 

come, 

A  wintry  waste,  in  dire  commotion  all ; 
420  And    herds,   and   flocks,   and  travellers,  and 
swains, 

And  sometimes   whole   brigades   of  marching 
troops, 

Or  hamlets  sleeping  in  the  dead  of  night, 

Are  deep  between  the  smothering  ruin  whelm'd, 


242  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

THE  MIGHTY  DEAD  OF  GREECE 

Now,  all  amid  the  rigors  of  the  year, 
425  In  the  wild  depth  of  Winter,  while  without 
The  ceaseless  winds  blow  ice,  be  my  retreat 
Between  the  groaning  forest  and  the  shore, 
Beat  by  the  boundless  multitude  of  waves, 
A  rural,  shelter'd  solitary  scene ; 
430  Where  ruddy  fire  and  beaming  tapers  join 

To  cheer  the  gloom.    There  studious  let  me  sit, 
And  hold  high  converse  with  the  mighty  dead ; 
Sages  of  ancient  time,  as  gods  revered, 
As  gods  beneficent,  who  bless'd  mankind 
435  With  arts,  with  arms,  and  humanized  a  world. 
Boused  at  the  inspiring  thought,  I  throw  aside 
The  long-lived  volume  ;  and,  deep  musing,  hail 
The  sacred  shades,  that  slowly  rising  pass 
Before  my  wondering  eyes.    First  Socrates, 
440  Who,  firmly  good  in  a  corrupted  state, 
Against  the  rage  of  tyrants  single  stood, 
Invincible  !  calm  reason's  holy  law, 
That  Voice  of  God  within  th'  attentive  mind, 
Obeying,  fearless,  or  in  life  or  death  : 
445  Great  moral  teacher  !  wisest  of  mankind  ! 
Solon  the  next,  who  built  his  commonweal 
On  equity's  wide  base  ;  by  tender  laws 
A  lively  people  curbing  yet  undamp'd, 
Preserving  still  that  quick  peculiar  fire, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


243 


450  Whence  in  the  la.urel'd  held  of  finer  arts, 

And  of  bold  freedom,  they  unequall'd  shone ; 
The  pride  of  smiling  Greece  and  humankind. 
Lycurgus  then,  who  bow'd  beneath  the  force 
Of  strictest  discipline,  severely  wise, 

455  All  human  passions.    Following  him  I  see, 
As  at  Thermopylae  he  glorious  fell, 
The  firm  devoted  Chief,  who  proved  by  deeds 
The  hardest  lesson  which  the  other  taught. 
Then  Aristides  lifts  his  honest  front ; 

460  Spotless  of  heart,  to  whom  th'  unflattering  voice 
Of  freedom  gave  the  noblest  name  of  Just ; 
In  pure  majestic  poverty  revered  ; 
Who,  e7en  his  glory  to  his  country's  weal 
Submitting,  swell'd  a  haughty  Eival's  fame. 

465  Eear'd  by  his  care,  of  softer  ray  appears 

Cirnon  sweet-soul'd  ;  whose  genius,  rising  strong, 
Shook  off  the  load  of  young  debauch ;  abroad, 
The   scourge  of  Persian  pride ;   at  home,  the 
friend 

Of  every  worth  and  every  splendid  art ; 

470  Modest  and  simple  in  the  pomp  of  wealth. 
Then  the  last  worthies  of  declining  Greece, 
Late  caird  to  glory,  in  unequal  times, 
Pensive  appear.    The  fair  Corinthian  boast, 
Timoleon,  happy  temper !  mild  and  firm, 

475  Who  wept  the  brother  while  the  tyrant  bled. 


244 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


And,  equal  to  the  best,  the  Theban  Pair, 
Whose  virtues,  in  heroic  concord  join'd, 
Their  country  raised  to  freedom,  empire,  fame. 
He  too,  with  whom  Athenian  honor  sunk, 
480  And  left  a  mass  of  sordid  lees  behind, 
Phocion  the  Good  ;  in  public  life  severe, 
To  virtue  still  inexorably  firm. 
But  when,  beneath  his. low  illustrious  roof, 
Sweet  peace  and  happy  wisdom  smooth'd  his 
brow, 

485  Not  Friendship  softer  was,  nor  Love  more  kind. 
And  he,  the  last  of  old  LycurgW  sons, 
The  generous  victim  to  that  vain  attempt, 
To  save  a  rotten  state,  Agis,  who  saw 
E'en  Sparta's  self  to  servile  avarice  sunk. 

490  The  two  Achaian  heroes  close  the  train : 
Aratus,  who  awhile  relumed  the  soul 
Of  fondly  lingering  liberty  in  Greece  ; 
And  he,  her  darling  as  her  latest  hope, 
The  gallant  Philopoemen;  who  to  arms 

495  Turn'd  the  luxurious  pomp  he  could  not  cure  ; 
Or  toiling  on  his  farm,  a  simple  swain  ; 
Or,  bold  and  skilful,  thundering  in  the  field. 


THE  GREAT  MEN  OF  ANCIENT  ROME. 

Of  rougher  front,  a  mighty  people  come ! 
A  race  of  heroes !  in  those  virtuous  times 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  245 

500  Which  knew  no  stain,  save  that  with  partial 
flame 

Their  dearest  country  they  too  fondly  loved  : 
Her  better  Founder  first,  the  light  of  Eome, 
Tsuma,  who  soften'd  her  rapacious  sons  : 
Servius  the  king,  who  laid  the  solid  base 

505  On  which  o'er  earth  the  vast  Republic  spread. 
Then  the  great  Consuls  venerable  rise : 
The  public  Father  who  the  private  quell'd, 
As  on  the  dread  tribunal  sternly  sad  : 
He,  whom  his  thankless  country  could  not  lose, 

510  Camillus,  only  vengeful  to  her  foes  : 

Fabricius,  scorner  of  all-conquering  gold ; 
And  Cincinnatus,  awful  from  the  plough  ; 
Thy  willing  victim,  Carthage,  bursting  loose 
From  all  that  pleading  Nature  could  oppose, 

515  From  a  whole  city's  tears,  by  rigid  faith 

Imperious  calPd,  and  honor's  dire  command : 
Scipio,  the  gentle  chief,  humanely  brave, 
Who  soon  the  race  of  spotless  glory  ran, 
And,  warm  in  youth,  to  the  poetic  shade, 

520  With  friendship  and  philosophy,  retired : 
T ully,  whose  powerful  eloquence  a  while 
Restrain'd  the  rapid  fate  of  rushing  Eome : 
Unconquer'd  Cato,  virtuous  in  extrene : 
And,  thou,  unhappy  Brutus,  kind  of  heart, 

525  Whose  steady  arm,  by  awful  virtue  urged, 


246  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Lifted  the  Eoman  steel  against  thy  friend. 
Thousands  besides  the  tribute  of  a  verse 
Demand;  but  who  can  count  the  stars  of  heaven? 
Who  sing  their  influence  on  this  lower  world  ? 

530      Behold,  who  yonder  comes  !  in  sober  state, 
Fair,  mild,  and  strong,  as  is  a  vernal  sun  : 
'Tis  Phoebus'  self,  or  else  the  Mantuan  Swain! 
Great  Homer  too  appears,  of  daring  wing, 
Parent  of  Song !  and  equal,  by  his  side, 

535  The  British  Muse:  join'd  hand  in  hand  they 
walk, 

Darkling,  full  up  the  middle  steep  to  fame. 
Nor  absent  are  those  shades,  whose  skilful  touch 
Pathetic  drew  th'  impassioned  heart,  and  charm'd 
Transported  Athens  with  the  moral  scene ; 
540  Nor  those  who,  tuneful,  waked  th'  enchanting 
lyre. 

First  of  your  kind  !  society  divine  ! 
Still  visit  thus  my  nights,  for  you  reserved, 
And  mount  my  soaring  soul  to  thoughts  like 

yours. 

Silence,  thou  lonely  power  !  the  door  be  thine ; 
545  See  on  the  hallow'd  hour  that  none  intrude, 

Save  a  few  chosen  friends,  who  sometimes  deign 
To  bless  my  humble  roof,  with  sense  refined, 
Learning  digested  well,  exalted  faith, 
Unstudied  wit,  and  humor  ever  gay. 


ANALYSTS   OF   THE   ENGLISH   SENTENCE.  247 

550  Or  from  the  Muses'  hill  with  Pope  descend, 
To  raise  the  sacred  hour,  to  bid  it  smile, 
And  with  the  social  spirit  warm  the  heart? 
For  though  not  sweeter  his  own  Homer  sings, 
Yet  is  his  life  the  more  endearing  song. 

555  Where  art  thou,  Hammond?  thou,  the  darling 
pride, 

The  friend  and  lover  of  the  tuneful  throng  ! 
Ah,  why,  dear  youth,  in  all  the  blooming  prime 
Of  vernal  genius,  where  disclosing  fast 
Each  active  worth,  each  manly  virtue  lay, 
560  Why  wert  thou  ravished  from  our  hope  so  soon  ? 
What  now  avails  that  noble  thirst  of  fame, 
Which  stung  thy  fervent  breast  ?  that  treasured 
store 

Of  knowledge,  early  gain'd  ?  that  eager  zeal 
To  serve  thy  country,  glowing  in  the  band 

565  Of  youthful  patriots,  who  sustain  her  name  ? 
What  now,  alas  !  that  life-diffusing  charm 
Of  sprightly  wit  ?  that  rapture  for  the  Muse  ? 
That  heart  of  friendship,  and  that  soul  of  joy, 
Which  bade  with  softest  light  thy  virtues  smile  ? 

570  Ah  !  only  show'd,  to  check  our  fond  pursuits, 
And  teach  our  humble  hopes  that  life  is  vain! 

WINTER  EVENING  STUDIES  AND  AMUSEMENTS. 
Thus  in  some  deep  retirement  would  I  pass 


248  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

The  Winter  glooms,  with  friends  of  pliant  soul, 
Or  blithe,  or  solemn,  as  the  theme  inspired  : 
575  "With  them  would  search,  if  Nature's  boundless 
frame 

Was  call'd3  late  rising  from  the  void  of  night, 
Or  sprung  eternal  from  th'  Eternal  Mind  ; 
Its  life,  its  laws,  its  progress,  and  its  end. 
Hence  larger  prospects  of  the  beauteous  whole 
580  Wouldj  gradual,  open  on  our  opening  minds ; 
And  each  diffusive  harmony  unite 
In  full  perfection,  to  th'  astonish'd  eye. 
Then  would  we  try  to  scan  the  moral  world, 
Which,  though  to  us  it  seems  embroird,  moves 
on 

585  In  higher  order  :  fitted  and  impell'd 

By  Wisdom's  finest  hand,  and  issuing  all 
In  general  good.  The  sage  historic  Muse- 
Should  next  conduct  us  through  the  deeps  of 

time  ; 

Show  us  how  empire  grew,  declined,  and  fell, 
590  In    scattered   states  ;    what   makes  the  nations 
smile, 

Improves  their  soil,  and  gives  them  double  suns  ; 
And  why  they  pine  beneath  the  brightest  skies, 
In  Nature's  richest  lap.    As  thus  we  talked, 
Our  hearts  would  burn  within  us  :  would  inhale 
595  That  portion  of  divinity,  that  ray 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  249 

Of  purest  heaven,  which  lights  the  public  soul 
Of  patriots  and  of  heroes.    But  if  doom'd, 
In  powerless  humble  fortune,  to  repress 
These  ardent  risings  of  the  kindling  soul ; 
600  Then,  even  superior  to  ambition,  we 

Would  learn  the  private  virtues  :  how  to  glide 
Through  shades  and  plains,  along  the  smoothest 
stream 

Of  rural  life  ;  or,  snatch'd  away  by  hope, 
Through  the  dim  spaces  of  futurity, 
605      With  earnest  eye  anticipate  those  scenes 
Of  happiness  and  wonder,  where  the  mind, 
In  endless  growth  and  infinite  ascent, 
Rises  from  state  to  state,  and  world  to  world. 
But  when  with  these  the  serious  thought  is 
foii'd, 

610  We,  shifting  for  relief,  would  play  the  shapes 
Of  frolic  fancy  ;  and  incessant  form 
Those  rapid  pictures,  that  assembled  train 
Of  fleet  ideas,  never  join'd  before, 
Whence  lively  wit  excites  to  gay  surprise ; 

615  Or  folly-painting  humor,  grave  himself, 

Calls  laughter  forth,  deep  shaking  every  nerve. 

Meantime  the  village  rouses  up  the  fire ; 
While  well  attested,  and  as  well  believed, 
Heard  solemn,  goes  the  goblin  story  round; 

620  Till  superstitious  horror  creeps  o'er  all 


250  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

Or,  frequent  in  the  sounding  hall,  they  wake 
The  rural  gambol.    Rustic  mirth  goes  round  ; 
The  simple  joke  that  takes  the  shepherd's  heart, 
Easily  pleased  ;  the  long  loud  laugh,  sincere  ; 
625  The  kiss,  snatch'd  hasty  from  the  sidelong  maid, 
On  purpose  guardless  or  pretending  sleep  ; 
The  leap,  the  slap,  the  haul  ;   and,  shook  to 
notes 

Of  native  music,  the  respondent  dance. 

Thus  jocund  fleets  with  them  the  Winter  night. 

WINTER  EVENING  IN  THE  CITY. 
630     The  city  swarms  intense.    The  public  haunt, 
Full  of  each  theme,  and  warm  with  mix'd  dis- 
course. 

Hums  indistinct.    The  sons  of  riot  flow 
Down  the  loose  stream  of  false  enchanted  joy 
To  swift  destruction.    On  the  rankled  soul 

635  The  gaming  fury  fells  ;  and  in  one  gulf 
Of  total  ruin,  honor,  virtue,  peace, 
Friends,  families,  and  fortune,  headlong  sink. 
Up  springs  the  dance  along  the  lighted  dome, 
Mix'd  and  evolved  a  thousand  sprightly  ways. 

640  The  glittering  court  effuses  every  pomp  ; 

The  circle  deepens  ;  beam'd  from  gaudy  robes, 
Tapers,  and  sparkling  gems,  and  radiant  eyes, 
A  soft  effulgence  o'er  the  palace  waves : 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  251 

While,  a  gay  insect  in  his  summer-shine, 
645  The  fop,    light-fluttering,    spreads    his  mealy 
wings. 

Dread  o'er  the  scene  the  ghost  of  Hamlet 
stalks  ; 

Othello  rages  ;  poor  Monimia  mourns  ; 
And  Belvidera  pours  her  soul  in  love. 
Terror  alarms  the  breast.    The  comely  tear 
650  Steals  o'er  the  cheek  ;  or  else  the  Comic  Muse 
Holds  to  the  world  a  picture  of  itself, 
And  raises  sly  the  fair  impartial  laugh. 
Sometimes  she  lifts  her  strain,  and  paints  the 
scenes 

Of  beauteous  life;  whate'er  can  deck  mankind, 
655  Or  charm  the  heart  in  generous  Bevil  show'd. 
0  Thou,  whose  wisdom,  solid  yet  refined, 
Whose  patriot  virtues,  and  consummate  skill 
To  touch  the  finer  springs  that  move  the  world, 
Join'd  to  whate'er  the  Graces  can  bestow, 
660  And  all  Apollo's  animating  fire, 

Give  thee,  with  pleasing  dignity,  to  shine 
At  once  the  guardian,  ornament,  and  joy 
Of  polished  life  ;  permit  the  rural  Muse, 
0  Chesterfield,  to  grace  with  thee  her  song  ! 
665  Ere  to  the  shades  again  she  humbly  flies, 
Indulge  her  fond  ambition,  in  thy  train, 
(For  every  Muse  has  in  thy  train  a  place,) 


252 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


To  mark  thy  various,  full-accomplished  mind ; 
To  mark  that  spirit  which,  with  British  scorn, 

670  Rejects  th'  allurements  of  corrupted  power  ; 
That  elegant  politeness,  which  excels, 
E'en  in  the  judgment  of  presumptuous  France, 
The  boasted  manners  of  her  shining  court ; 
That  wit,  the  vivid  energjr  of  sense, 

675  The  truth,  of  Nature,  which,  with  Attic  point 
And  kind  well-temper'd  satire,  smoothly  keen, 
Steals  through  the  soul,  and  without  pain  cor- 
rects. 

Or,  rising  thence  with  yet  a  brighter  flame, 
0,  let  me  hail  thee  on  some  glorious  day, 

680  When  to  the  listening  senate,  ardent,  crowd 
Britannia's  sons  to  hear  her  pleaded  cause, 
Then  dress'd  by  thee,  more  amiably  fair, 
Truth  the  soft  robe  of  mild  persuasion  wears. 
Thou  to  assenting  reason  giv'st  again 

685  Her  own  enlighten'd  thoughts ;  call'd  from  the 
heart, 

Th'  obedient  passions  on  thy  voice  attend  ; 
And  e'en  reluctant  party  feels  a  while 
Thy   gracious   power  ;   as  through   the  varied 
maze 

Of  eloquence,   now  smooth,   now  quick,  now 
strong, 

690  Profound,  and  clear,  you  roll  the  copious  flood. 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


253 


THE  VARIOUS  OPERATIONS  AND  EFFECTS  OF  FROST. 

To  thy  loved  haunt  return,  my  happy  Muse ; 
For  now,  behold,  the  joyous  Winter  days, 
Frosty,  succeed;  and  through  the  blue  serene, 
For  sight  too  fine,  th'  ethereal  nitre  flies, 

695  Killing  infectious  damps,  and  the  spent  air 
Storing  afresh  with  elemental  life. 
Close  crowds  the  shining  atmosphere ;  and  binds 
Our  strengthen'd  bodies  in  its  cold  embrace, 
Constringent  ;  feeds  and  animates  our  blood ; 

700  Refines   our   spirits,    through   the  new-strung 
nerves 

In  swifter  sallies  darting  to  the  brain  ; 
Where  sits  the  soul,  intense,  collected,  cool, 
Bright  as  the  skies,  and  as  the  season  keen. 
All  nature  feels  the  renovating  force 

705  Of  Winter,  only  to  the  thoughtless  eye 
In  ruin  seen.    The  frost-concocted  glebe 
Draws  in  abundant  vegetable  soul, 
And  gathers  vigor  for  the  coming  year. 
A  stronger  glow  sits  on  the  lively  cheek 

710  Of  ruddy  fire  ;  and  luculent  along 

The  purer  rivers  flow  :  their  sullen  deeps, 
Transparent,  open  to  the  shepherd's  gaze, 
And  murmur  hoarser  at  the  fixing  frost. 


254  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

What  art  thou,  frost  ?  and  whence  are  thy 
keen  stores 

715  Derived,  thou  secret,  all-invading  power, 
Whom  e'en  th'  illusive  fluid  cannot  fly  ? 
Is  not  thy  potent  energy,  unseen, 
Myriads  of  little  salts,  or  hook'd,  or  shaped 
Like  double  wedges,  and  diffused  immense 

720  Through  water,  earth,  and  ether?    Hence,  at  eve 
Steam'd  eager  from  the  red  horizon  round, 
With  the  fierce  rage  of  Winter  deep  suffused, 
An  icy  gale,  oft  shifting,  o'er  the  pool 
Breathes  a  blue  film,  and  in  its  mid  career 

725  Arrests  the  bickering  stream.    The  loosen'd  ice, 
Let  down  the  flood,  and  half  dissolved  by  day, 
Bustles  no  more  ;  but  to  the  sedgy  bank 
Fast  grows,  or  gathers  round  the  pointed  stone, 
A  crystal  pavement,  by  the  breath  of  heaven 

730  Cemented  firm  ;  till,  seized  from  shore  to  shore, 
The  whole  imprisoned  river  growds  below, 
Loud  rings  the  frozen  earth,  and  hard  reflects 
A  double  noise  :  while,  at  his  evening  watch, 
The  village  dog  deters  the  nightly  thief; 

735  The  heifer  lows  ;  the  distant  waterfall 

Swells  in  the  breeze  ;  and,  with  the  hasty  tread 
Of  traveller,  the  hollow-sounding  plain, 
Shakes  from  afar.    The  full-ethereal  round, 
Infinite  worlds  disclosing  to  the  view, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  ^OO 

740  Shines  out  intensely  keen  ;  and,  all  one  cope 
Of  starry  glitter,  glows  from  pole  to  pole. 
From  pole  to  pole  the  rigid  influence  falls, 
Through  the  still  night,  incessant,  heavy,  strong, 
And  seizes  Nature  fast.    It  freezes  on  ; 

745  Till  morn,  late  rising  o'er  the  drooping  world, 
Lifts  her  pale  eye,  nnjoyous.    Then  appears 
The  various  labor  of  the  silent  night : 
Prone  from  the  dripping  eave,  and  dumb  cascade, 
Whose  idle  torrents  only  seem  to  roar, 

750  The  pendent  icicle  ;  the  frost-work  fair, 

Where  transient  hues  and  fancied  figures  rise ; 
Wide-spouted  o'er  the  hill,  the  frozen  brook, 
A  livid  tract,  cold  gleaming  on  the  morn  ; 
The  forest  bent  beneath  the  plumy  wave  ; 

755  And  by  the  frost  refined  the  whiter  snow, 
Incrusted  hard,  and  sounding  to  the  tread 
Of  early  shepherd,  as  he  pensive  seeks 
His  pining  flock,  or  from  the  mountain  top, 
Pleased  with  the  slippery  surface,  swift  descends. 

SPORTS  ON  THE  ICE  AND  SNOW. 

760  On  blithesome  frolics  bent,  the  youthful  swains, 
While  every  work  of  man  is  laid  at  rest, 
Fond  o'er  the  river  crowd,  in  various  sport 
And  revelry  dissolved  ;  where  mixing  glad, 
Happiest  of  all  the  train  !  the  raptured  boy 


256 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


765  Lashes  the  whirling  top.    Or,  where  the  Rhine 
Branch'd  out  in  man}7-  a  long  canal  extends, 
From  every  province  swarming,  void  of  care, 
Batavia  rushes  forth  :  and,  as  they  sweep, 
On  sounding  skates,  a  thousand  different  ways, 

770  In  circling  poise,  swift  as  the  winds  along, 
The  then  gay  land  is  madden'd  all  to  joy. 
Nor  less  the  northern  courts,  wide  o'er  the  snow 
Pour  a  new  pomp.    Eager  on  rapid  sleds, 
Their  vigorous  youth  in  bold  contention  wheel 

775  The  long  resounding  course.    Meantime  to  raise 
The  manly  strife,  with  highly  blooming  charms, 
Flush'd  by  the  season,  Scandinavia's  dames, 
Or  Russia's  buxom  daughters  glow  around 

Pure,   quick,  and  sportful  is  the  wholesome 
day; 

780  But  soon  elapsed.    The  horizontal  sun, 

Broad  o'er  the  south,  hangs  at  his  utmost  noon, 
And,  ineffectual,  strikes  the  gelid  cliff. 
His  azure  gloss  the  mountain  still  maintains, 
Nor  feels  the  feeble  touch.    Perhaps  the  vale 

785  Relents  a  while  to  the  reflected  ray  ; 

Or  from  the  forest  falls  the  clustered  snow, 
Myriads  of  gems,  that  in  the  waving  gleam 
Gay  twinkle  as  they  scatter.    Thick  around 
Thunders  the  sport  of  those  who  with  the  gun, 

790  And  dog  impatient  bounding  at  the  shot, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  257 

Worse  than  the  Season,  desolate  the  fields ; 
And,  adding  to  the  ruins  of  the  year, 
Distress  the  footed  or  the  feather'd  game. 

WINTER  SCENES  IN  THE  FRIGID  ZONE. 

But  what  is  this  ?  our  infant  Winter  sinks 

795  Divested  of  his  grandeur,  should  our  eye 
Astonish 'd  shoot  into  the  frigid  zone  ; 
Where,  for  relentless  months,  continual  night 
Holds  o'er  the  glittering  waste  her  starry  reign 
There,  through  the  prison  of  unbounded  wilds, 

800  Barr'd  by  the  hand  of  Nature  from  escape, 

Wide  roams  the  Russian  exile.    Naught  around 
Strikes  his  sad  eye  but  deserts  lost  in  snow, 
And  heavy-loaded  groves,  and  solid  floods, 
That  stretch,  athwart  the  solitary  vast, 

805  Their  icy  horrors  to  the  frozen  main  ; 

And  cheerless  towns  far  distant,  never  bless'd, 
Save  when  its  annual  course  the  caravan 
Bends  to  the  golden  coast  of  rich  Cathay 
With  news  of  humankind.    Yet  there  life  glows; 

810  Yet  cherish'd  there,  beneath  the  shining  waste, 
The  furry  nations  harbor :  tipped  with  jet, 
Fair  ermines,  spotless  as  the  snows  they  press  ; 
Sables,  of  glossy  black;  and  dark-embrown'd, 
Or  beauteous  freak'd  with  many  a  mingled  hue, 

815  Thousands  besides,  the  costly  pride  of  courts. 


258  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

There,  warm  together  press'd,  the  trooping  deer 
Sleep  on  the  new-fallen  snows  ;  and,  scarce  his 
head 

Rais'd  o  er  the  heapy  wreath,  the  branching  elk 
Lies  slumbering  sullen  in  the  white  abyss. 

820  The  ruthless  hunter  wants  nor  dogs  nor  toils  ; 
Nor  with  the  dread  of  sounding  bows  he  drives 
The  fearful,  flying  race  :  with  ponderous  clubs, 
As  weak  against  the  mountain  heaps  they  push 
Their  beating  breast  in  vain,  and  piteous  bray, 

825  He  lays  them  quivering  on  the  ensanguined 
snows, 

And  with  loud  shouts  rejoicing  bears  them  home, 
There  through  the  piny  forest,  half  absorb'd, 
Rough  tenant   of  these  shades,  the  shapeless 
bear, 

With  dangling  ice  all  horrid,  stalks  forlorn, 
830  Slow-paced,  and  sourer  as  the  storms  increase, 
He  makes  his  bed  beneath  the  inclement  drift, 
And  with  stern  patience,  scorning  weak  com- 
plaint, 

Hardens  his  heart  against  assailing  want. 
Wide  o'er  the  spacious  regions  of  the  north, 
835  That  see  Bootes  urge  his  tardy  wain 

A  boisterous  race,  by  frosty  Caurus  pierced, 
Who  little  pleasure  know  and  fear  no  pain, 
Prolific  swarm.    They  once  relumed  the  flame 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  259 

Of  lost  mankind  in  polish'd  slavery  sunk  ; 
840  Drove  martial  horde  on  horde,  with  dreadful 
sweep 

Eesistless  rushing  o'er  the  enfeebled  south, 
And  gave  the  vanquished  world  another  form. 
Not  such  the  sons  of  Lapland  :  wisely  they 
Despise  th'  insensate,  barbarous  trade  of  war; 
845  They  ask  no  more  than  simple  Nature  gives ; 

They  love    their  mountains,   and  enjoy  their 
storms. 

No  false  desires,  no  pride-created  wants 
Disturb  the  peaceful  current  of  their  time, 
And  through  the  restless,  ever  tortured  maze 
850  Of  pleasure  or  ambition,,  bid  it  rage. 

Their  reindeer  form  their  riches.    These  their 
tents, 

Their  robes,  their  beds,  and  all  their  homely 
wealth 

Supply  ;  their  wholesome  fare  and  cheerful  cups. 
Obsequious  at  their  call  the  docile  tribe 
855  Yield  to  the  sled  their  necks,  and  whirl  them 

swift 

O'er  hill  and  dale,  heap'd  into  one  expanse 
Of  marbled  snow,  as  far  as  eye  can  sweep, 
With  a  blue  crust  of  ice  unbounded  glazed. 
By  dancing  meteors  then,  that  ceaseless  shake 
860  A  waving  blaze,  refracted  o'er  the  heavens, 


260  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

And  vivid  moons,  and  stars  that  keener  play 
With  double  lustre  from  the  glossy  waste, 
E'en  in  the  depth  of  polar  night  they  find 
A  wondrous  day  ;  enough  to  light  the  chase, 
865  Or  guide  their  daring  steps  to  Finland  fairs. 

Wish'd   Spring   returns ;    and   from  the  hazy 
south, 

While  dim  Aurora  slowly  moves  before, 
The  welcome  sun,  just  verging  up  at  first, 
By  small  degrees  extends  the  swelling  curve  ; 

870  Till  seen  at  last  for  gay  rejoicing  months, 

Still  round  and  round  his  spiral  course  he  winds, 
And  as  he  nearly  dips  his  flaming  orb, 
Wheels  up  again,  and  reascends  the  sky  ! 
In  that  glad  season,  from  the  lakes  and  floods, 

875  Where  pure  Niemi's  fairy  mountains  rise, 

And  fringed  with  roses  Tenglio  rolls  his  stream, 
They  draw  the  copious  fry.    With  these,  at  eve, 
They,  cheerful  loaded,  to  their  tents  repair ; 
Where,  all  day  long  in  useful  cares  employ 'd, 

880  Their  kind,  unblemish'd  wives  the  fire  prepare. 
Thrice  happy  race  !  by  poverty  secured 
From  legal  plunder  and  rapacious  power  ; 
In  whom  fell  interest  never  yet  has  sown  [knew? 
The  seeds  of  vice  ;   whose  spotless  swains  ne'er 

885  Injurious  deed;  nor  blasted  by  the  breath 

Of  faithless  love,  their  blooming  daughters  woe. 


ANALYSTS   OF   THE  ENGLISH  SENTENCE 


261 


THE  AWFUL  GRANDEUR  OF  THE  POLAR  REGIONS. 
Still  pressing  on,  beyond  Tornea's  lake, 
And  Heel  a  flaming  through  a  waste  of  snow, 
And  furthest  Greenland,  to  the  pole  itself, 

890  Where,  failing  gradual,  life  at  length  goes  out, 
The  Muse  expands  her  solitary  flight ; 
And,  hovering  o'er  the  wild  stupendous  scene, 
Beholds  new  seas  beneath  another  sky. 
Throned  in  his  palace  of  cerulean  ice, 

895  Here  Winter  holds  his  un rejoicing  court ; 
And  through  his  airy  hall  the  loud  misrule 
Of  driving  tempest  is  forever  heard  : 
Here  the  grim  tyrant  meditates  his  wrath  ; 
Here  arms  his  winds  with  all-subduing  frost ; 

900  Moulds   his  fierce   hail,  and  treasures  up  his 
snows, 

With  which  he  now  oppresses  half  the  globe. 
Thence,   winding   eastward    to   the  Tartars 
coast, 

She  sweeps  the  howling  margin  of  the  main  ; 
Where,  undissolving  from  the  first  of  time, 

905  Snows  swell  on  snows  amazing  to  the  sky  ; 
And  icy  mountains,  high  on  mountains  piled, 
Seem  to  the  shivering  sailor  from  afar, 
Shapeless  and  white,  an  atmosphere  of  clouds, 
Projected  huge  and  horrid  o'er  the  surge, 

910  Alps  frown  on  Alps ;  or,  rushing  hideous  down. 


262  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

(As  if  old  Chaos  was  again  return 'd,) 
Wide  rend  the  deep,  and  shake  the  solid  pole. 
Ocean  itself  no  longer  can  resist 
The  binding  fury  ;  but  in  all  its  rage 
915  Of  tempest,  taken  by  the  boundless  frost, 
Is  many  a  fathom  to  the  bottom  chain'd, 
And  bid  to  roar  no  more  :  a  bleak  expanse, 
Shagg'd   o'er   with  wavy  rocks,  cheerless  and 
void 

Of  every  life,  that  from  the  dreary  months 
920  Flies  conscious  southward.    Miserable  they  ! 
Who,  here  entangled  in  the  gathering  ice, 
Take  their  last  look  of  the  descending  sun  ; 
While,  full  of  death   and   fierce  with  tenfold 
frost, 

The  long,  long  night,  incumbent  o'er  their  heads, 
925  Falls  horrible.    Such  was  the  Briton's  fate, 

As  with   first   prow  (what  have  not  Britons 
dared  ?) 

He  for  the  passage  sought,  attempted  since 
So  much  in  vain,  and  seeming  to  be  shut 
By  jealous  nature  with  eternal  bars. 
930  In  these  fell  regions  in  Arzina  caught, 
And  to  the  stony  deep  his  idle  ship 
Immediate  seal'd,  he  with  his  hapless  crew, 
Each  full  exerted  at  his  several  task, 
Froze  into  statues  ;  to  the  cordage  glued 


ANALYSIS  OF  THE  ENGLISH  SENTENCE. 


263 


935  The  sailor,  and  the  pilot  to  the  helm. 

Hard  by  these  shores,  where  scarce  his  freezing 
stream 

Eolls  the  wild  Oby,  live  the  last  of  men ; 
And,  half  enliven'd  by  the  distant  sun, 
That  rears  and  ripens  man  as  well  as  plants, 
940  Here  human  Nature  wears  its  rudest  form. 
Deep  from  the  piercing  season  sunk  in  caves, 
Here  by  dull  fires,  and  with  unjoyous  cheer, 
They  waste  the  tedious  gloom.    Immersed  in 


Doze  the  gross  race.     Nor  sprightly  jest,  nor 
song, 

945  Nor  tenderness  they  know  ;  nor  aught  of  life 
Beyond  the  kindred  bears  that  stalk  without  ; 
Till  morn  at  length,  her  roses  drooping  all, 
Sheds   a  long  twilight  brightening  o'er  their 
field, 

And  calls  the  quivered  savage  to  the  chase. 

PETER  THE  GREAT,  OF  RUSSIA. 

950     What  cannot  active  government  perform, 

New   moulding   man  ?    Wide  stretching  from 

these  shores, 
A  people  savage  from  remotest  time, 
A  huge  neglected  empire,  one  vast  mind, 


furs, 


264  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

By    heaven    inspired,    from    Gothic  darkness 
call'd. 

955  Immortal  Peter  !  first  of  monarchs  !  he 

His  stubborn  country  tamed;  her  rocks,  her 
fens, 

Her  floods,  her  seas,  her  ill-submitting  sons ; 
And  while  the  fierce  barbarian  he  subdued, 
To  more  exalted  soul  he  raised  the  man. 
960  Ye  shades  of  ancient  heroes,  ye  who  toil'd 
Through  long,  successive  ages  to  build  up 
A  laboring  plan  of  state,  behold  at  once 
The  wonder  done  !  behold  the  matchless  prince  ! 
Who  left  his  native  throne,  where  reign'd  till 
then 

965  A  mighty  shadow  of  unreal  power ; 

Who   greatly   spurn'd   the   slothful   pomp  of 
courts  ; 

And  roaming  every  land,  in  every  port 
His  sceptre  laid  aside,  with  glorious  hand 
Unwearied  plying  the  mechanic  tool, 
970  Grather'd  the  seeds  of  trade,  of  useful  arts, 
Of  civil  wisdom,  and  of  martial  skill. 
Charged  with  the  stores  of  Europe,  home  he 
goes ! 

Then  cities  rise  amid  th'  illumined  waste ; 
O'er  joyless  deserts  smiles  the  rural  reign  ; 
975  Far  distant  flood  to  flood  is  social  joined ; 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  265 

Th'  astonish'd  Euxine  hears  the  Baltic  roar ; 
Proud  navies  ride  on  seas  that  never  foarn'd 
With  daring  keel  before ;  and  armies  stretch 
Each  way  their  dazzling  files,  repressing  here 
980  The  frantic  Alexander  of  the  North, 

And  awing  their  stern  Othman's  shrinking  sons. 
Sloth  flies  the  land,  and  ignorance  and  vice, 
Of  old  dishonor  proud.    It  glows  around, 
Taught  by  the  Eoyal  Hand  that  roused  the 
whole, 

985  One  scene  of  arts,  of  arms,  of  rising  trade  : 

For  what  his  wisdom  plann'd,  and  power  en- 
forced, 

More  potent  still,  his  great  example  show'd. 

FROST  SUCCEEDED  BY  A  THAW. 

Muttering,  the  winds  at  eve,  with  blunted 
point, 

Blow  hollow  blustering  from  the  south.  Sub- 
dued, 

990  The  frost  resolves  into  a  trickling  thaw. 

Spotted  the  mountains  shine  ;   loose  sleet  de- 
scends, 

And  floods  the  country  round.    The  rivers  swell, 

Of  bonds  impatient.    Sudden  from  the  hills, 

O'er  rocks  and  woods,  in  broad,  brown  cataracts, 

995  A  thousand  snow-fed  torrents  shoot  at  once : 
12 


266  ANALYSTS  OF  THE  ENGLISH  SENTENCE. 

And,   where  they  rush,  the  wide-resounding 
plain 

Is  left  one  slimy  waste.    Those  sullen  seas, 
That  wash'd  th'  ungenial  pole,  will  rest  no  more 
Beneath  the  shackles  of  the  mighty  north  ; 
1000  But,  rousing  all  their  waves,  resistless  heave. 

And  hark!   the   lengthening  roar  continuous 
runs  " 

Athwart  the  rifted  deep  ;  at  once  it  bursts, 
And  piles  a  thousand  mountains  to  the  clouds. 
Ill  fares  the   bark,  with   trembling  wretches 
charged, 

1005  That,  toss'd  amid  the  floating  fragments,  moors 
Beneath  the  shelter  of  an  icy  isle  ; 
While  night  overwhelms  the  sea,  and  horror 
looks 

More  horrible.    Can  human  force  endure 
Th7   assembled  mischiefs    that  besiege  them 
round : 

1010  Heart-gnawing  hunger,  fainting  weariness, 

The  roar  of  winds  and  waves,  the  crush  of  ice, 
Now  ceasing,  now  renew'cl  with  louder  rage, 
And  in  dire  echoes  bellowing  round  the  main  ? 
More  to  embroil  the  deep,  Leviathan, 

1015  And  his  unwieldy  train,  in  dreadful  sport, 

Tempest  the  loosen'd  brine  ;  while  through  the 
gloom, 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  267 

Far  from  the  bleak,  inhospitable  shore, 
Loading  the  winds,  is  heard  the  hungry  howl 
Of  famish'd  monsters,  there  awaiting  wrecks. 
1020  Yet  Providence,  that  ever-waking  Eye, 
Looks  down  with  pity  on  the  feeble  toil 
Of  mortals,  lost  to  hope,  and  lights  them  safe, 
Through  all  this  dreary  labyrinth  of  fate. 

THE  SEASONS  A  PICTURE  OF  HUMAN  LIFE. 

;Tis  done  !   dread  Winter  spreads  his  latest 
glooms, 

1025  And  reigns  tremendous  o'er  the  conquered  year. 

How  dead  the  vegetable  kingdom  lies ! 

How  dumb  the  tuneful !    Horror  wide  extends 

His  desolate  domain.    Behold,  fond  man  ! 

See  here  thy  pictured  life :  Pass  some  few  years, 
1030  Thy  flowering  Spring,  thy  Summer's  ardent 
strength, 

Thy  sober  Autumn  fading  into  age, 
And  pale  concluding  Winter  comes  at  last, 
And  shuts  the  scene.     Ah!  whither  now  are 
fled 

Those  dreams  of  greatness?  those  unsolid  hopes 
1035  Of  happiness?  those  longings  after  fame? 

Those  restless  cares?  those  busy,  bustling  days? 
Those  gay-spent,  festive  nights?  those  veering 
thoughts, 


268  ANALYSIS  OF  THE  ENGLISH  SENTENCE. 

Lost  between  good  and  ill,  that  shared  thy  life  ? 
All  now  are  vanish'd  !    Virtue  sole  survives, 

1040  Immortal,  never-failing  friend  of  man, 

His  guide  to  happiness  on  high.    And  see ! 
'Tis  come,  the  glorious  morn  !  the  second  birth 
Of  heaven  and  earth  !  Awakening  Nature  hears 
The  new-creating  word,  and  starts  to  life, 

1045  In  every  heighten'd  form,  from  pain  and  death 
Forever  free.    The  great  eternal  scheme, 
Involving  all,  and  in  a  perfect  whole 
Uniting,  as  the  prospect  wider  spreads, 
To  reason's  eye  refined  clears  up  apace. 

1050  Ye  vainly  wise!  ye  blind  presumptuous !  now, 
Confounded  in  the  dust,  adore  that  Power 
And  Wisdom  oft  arraign 'd  :  see  now  the  cause, 
Why  unassuming  worth  in  secret  lived, 
And  died  neglected  ;  why  the  good  man's  share 

1055  In  life  was  gall  and  bitterness  of  soul; 

Why  the  lone  widow  and  her  orphans  pined 

In  starving  solitude,  while  Luxury, 

In  palaces,  lay  straining  her  low  thought, 

To  form  unreal  wants  ;  why  heaven-born  Truth 

1060  And  Moderation  fair,  wore  the  red  marks 

Of  Superstition's  scourge  ;  why  licensed  Pain, 
Trat  cruel  spoiler,  that  embosom'd  foe, 
Embitter  d  all  our  bliss.    Ye  good  distressed  ! 
Ye  noble  few  !  who  here  unbending  stand 


ANALYSIS  OF  THE  ENGLISH  SENTENCE.  269 

Beneath  life's  pressure,  yet  bear  up  a  while, 
And  what  your  bounded  view,  which  only  saw 
A  little  part  deem'd  evil,  is  no  more : 
The  storms  of  Wintry  Time  will  quickly  pass, 
And  one  unbounded  Spring  encircle  all. 


THE  END. 


W  AT  10  MAX    M&  K  1 13  S 

0  F 

STANDARD  SCHOOL  BOOKS. 


ANALYSIS 

OF 

THE  ENGLISH  SENTENCE. 

BY  A.  S.  WELCH, 

PRINCIPAL  OF  THE  MICHIGAN  STATE  NORMAL  SCHOOL, 


A.  S.  Barnes  &  Company,  Publishers,  51  John  Street,  New 
York,  are  happy  in  being  able  to  announce  to  Teachers  and  the 
Educational  Public,  that  this  new  and  advanced  work  on  Gram- 
mar has  just  been  issued  from  their  press,  forming  a  valuable 
addition  to  their  truly  "  National  Series.'7 

Many  of  its  prominent  features  have  been  presented  by  lectures 
to  Teachers'  Institutes,  and  unanimously  approved.  The  classi- 
fication, founded  upon  the  fact  that  there  are  but  three  elements 
in  the  language,  is  very  simple,  and,  in  many  respects,  new.  The 
method  of  disposing  of  connectives  is  entirely  new.  The  author  has 
endeavored  to  study  the  language  as  it  is,  and  to  analyze  it  with- 
out the  aid  of  antiquated  rules.  This  system  is  intended  for 
pupils  who  are  already  acquainted  with  the  elements  of  English 
grammar. 

From  Eon,  Ira  Mayhew.  Superintendent  of  Public  Instruction, 
Michigan. 

Of  the  merits  of  "Welch's  English  Sentence  "  I  cannot  confi- 
dently speak,  not  having  had  leisure  thoroughly  to  examine  the 
work.  But  Prof.  Welch  having  delivered  a  course  of  lectures  on 
English  Grammar  before  a  series  of  Teachers1  Institutes  in  this 


2 


Welch's  analysis. 


State,  under  my  supervision,  before  the  publication  of  the  work 
referred  to,  and  again  before  another  series  of  Institutes,  since  its 
publication,  I  can  speak,  in  terms  of  strong  approval,  of  the  per- 
tinency and  fitness  of  his  services  on  these  occasions  :  and  I  would 
hence  infer  that  his  work  cannot  fail  to  be  very  valuable. 

Ira  Mayhew. 

Albion,  Michigan.  October  22c?,  1855. 


From  the  February  No.  of  the  Michigan  Journal  of  Education— 
Prof.  J.  M.  Gregory,  Editor. 
No  work  on  English  Grammar  hitherto  published  has  met  our 
mind  like  this.  Its  analysis  of  the  elemental  parts  and  relations 
of  the  English  sentence  is  severe  and  exhaustive.  The  idioms 
and  constructive  laws  of  the  language  are  clearly  explained,  and 
there  seems  scarcely  an  inch  of  the  ground  that  the  author  has 
not  measured  and  described.  Indeed,  one  cannot  read  the  book 
without  a  feeling  that  he  is  following  the  lead  of  an  intellect  that 
has  thoroughly  explored  every  step  of  the  way.  The  book  was 
laboriously  thought  out  by  one  who  never  rests  satisfied  but  with 
positive  and  proven  truth.  We  propose  to  give  some  more  de- 
tailed statement  of  whatever  is  peculiar  in  its  views  in  another 
number. 

On  the  whole,  the  book  is  a  noble  contribution  to  philological 
science,  and  we  return  the  author  our  hearty  thanks.  Its  gene- 
ral use  in  the  school-room  will  tend  much  to  a  correct  knowledge 
and  use  of  our  vernacular. 


From  J.  K.  Boise,  A.M.,  Professor  of  the  Latin  and  Greek  Languages 
in  the  University  of  Michigan. 
This  work  belongs  to  a  new  era  in  the  grammatical  study  of 
our  own  language.  Although  accurate  scholars  have  long  been 
in  the  habit  of  analyzing  the  Latin  and  Greek  languages,  yet  they 
have  seldom  applied  the  same  processes  with  equal  care  to  the 
study  of  English.  The  result  has  been,  that  our  ordinary  treatises 
on  the  grammar  of  our  language  have  been  exceedingly  unsatis- 
factory and  unphilosophical.    The  old  method  of  "parsing,''"  as 


WELCH'S  ANALYSIS. 


8 


we  tried  to  learn  it  in  our  school-boy  days,  was  little  better  than 
a  game  of  chance*  and  the  first  rays  of  light  which  ever  pierced 
the  darkness  and  disclosed  to  us  anything  of  philosophy  in  the 
structure  of  language,  beamed  from  the  pages  of  the  Latin  gram- 
mar. The  deficiency  of  which  we  had  so  much  reason  to  complain 
no  longer  exists.  Already  several  works  on  the  structure  of  the 
English  language,  of  a  more  philosophical  character,  have  been 
published.  It  is  not  to  our  present  purpose  to  speak  of  them  par- 
ticularly, or  to  compare  them  with  the  work  before  us.  We  haz- 
ard nothing,  however,  in  expressing  the  opinion,  that  for  severe, 
searching,  and  exhaustive  analysis,  the  work  of  Professor  Welch 
is  second  to  none  of  them.  His  book  is  not  intended  for  beginners, 
but  only  for  advanced  students,  and  by  such  only  will  it  be  under- 
stood and  appreciated.  Indeed,  we  fear  that  many  who  consider 
themselves  "  advanced  students,"  and  possibly  some  who  are  en- 
gaged as  teachers,  may  not  like  so  much  study  as  this  book  will 
require  of  them  :  but  we  take  the  liberty  of  suggesting  a  fact 
which  is  not  quite  new,  that  the  world  does  not  stand  still,  and 
teachers  above  ali  other  men  can  ill  afford  to  lie  on  their  oars. 
Those  who  are  either  too  indolent  or  too  ignorant  to  master  the 
principles  of  this  book,  will  soon  find  themselves  unable  to  meet 
the  demands  which  will  be  made  on  the  teachers  of  Michigan. 

In  conclusion,  we  venture  to  predict  that  Professor  Welch's 
book,  though  a  small  and  unpretending  volume,  will  make  its 
mark,  not  on  the  sand,  but  where  it  will  be  seen  long  hence. 

J.  R.  Boise. 

University  of  Michigan,  May  7tL  1855. 


Board  of  Education,  Detroit. 

The  following  is  from  the  proceedings  of  the  Board  of  Education 
of  Detroit,  as  reported  in  the  Free  Press  of  April  27th,  1855. 

The  Committee  on  Teachers  and  School  Books,  Messrs.  Duffield, 
Byram  and  Wadleigh.  reported  that  they  had  examined  a  late 
work  called  the  "  English  Sentence,"  by  Professor  Welch,  of  Ypsi- 
lanti,  which  is  a  very  superior  analysis  of  the  various  principles 
of  English  grammar,  and  a  book  well  calculated  to  promote  a 


4 


WELCH  S  ANALYSIS. 


more  thorough  knowledge  of  the  English  tongue  than  that  deriv- 
able from  the  ordinary  grammars  heretofore  adopted  by  the  Board 
and  used  in  our  schools.  They  therefore  recommended  that  said 
book  be  placed  on  the  list  of  text-books  for  the  schools,  and  that 
the  Committee  on  Teachers  and  Schools  be  authorized  to  intro- 
duce said  book  into  such  of  our  schools,  and  on  such  terms,  as 
they  may  deem  best.  Adopted. 

From  Professor  Alfred  Stebbins,  A.M.,  Principal  of  the  Young 
Men  s  Academy.  Monroe.  Michigan. 

The  English  Sentence.  By  A.  S.  Welch.  A.M.— Prof.  Welch 
has  conferred  a  great  benefit  upon  the  cause  of  Education  by  pre- 
senting so  full,  so  scientific,  and,  therefore,  so  simple  an  ''Analysis 
of  the  English  Sentence/'  It  must  be  gratifying  to  every  lover 
of  science  to  see  such  teachings  as  those  of  the  "Analysis  *;  substi- 
tuted for  the  silly  jargon  under  the  old  order  of  things — the  point- 
ing out  of  relations  and  offices  substituted  for  the  mere  enumera- 
tion ofi  genders,  cases,  &c.   "  Alfred  Stebbins. 

Monroe,  May  4th,  1854. 

From  Professor  E.  L.  Ripley,  A.M..  Principal  of  the  Jackson 
Union  School. 

Messrs.  A.  S.  Barnes  &  Co. — I  have  had,  for  the  last  three 
months,  a  large  class  in  "Welch's  Analysis  of  the  English  Sentence.^ 
Judging  from  the  progress  which  the  class  have  made  in  a  philo- 
sophical knowledge  of  the  English  language,  as  well  as  from  a 
personal  examination  of  the  work,  I  am  prepared  to  recommend 
it  to  all  those  who  would  become  thoroughly  acquainted  with 
their  mother  tongue.  E.  L.  Ripley. 

Jackson.  March  20th j  1855. 

Testimonial  from  Dr.  D.  Clark,  President  Flint  Scientific  Insti- 
tute :  Dr.  M.  Miles,  Librarian  Scientific  Institute  ;  Prof.  M. 
B.  Beales,  Principal  Union  School. 

The  Analysis  of  the  English  Sentence,  by  Prof.  Welch,  in  our 
opinion,  occupies  a  very  high  position  in  developing  the  structure 


Welch's  analysts. 


5 


of  our  language  upon  philosophical  principles  ;  and  for  its  clear 
and  rigid  analysis  it  has  no  superior. 

D.  Clark, 
M.  Miles, 
M.  B.  Beales. 

Flint,  October  29tL  1855. 


From  Professor  E.  J.  Boyd,  A.  M..  Principal  of  Young  Ladies* 
Seminary ,  Monroe :  Michigan. 

I  have  examined  u  Welch's  Analysis  of  the  English  Sentence" 
with  considerable  attention,  and  take  pleasure  in  saying,  that  the 
work  appears  to  me  to  be  characterized  in  a  very  high  degree 
by  a  thorough  and  scientific  spirit.  There  is  a  philosophic  clear- 
ness in  the  arrangement  and  statement  of  its  grammatical  principles. 

The  analysis  of  sentences  is  admirable,  and  a  valuable  improve- 
ment upon  the  old  plan.  I  like  its  change  in  phraseology.  I  do 
not  hesitate  in  saying  that  the  work  is  an  admirable  one,  and  I 
think  we  shall  introduce  it  into  this  institution  next  term. 

E.  J.  Boyd. 

Monroe,  May  24,  1855 


From  Professor  E.  W.  Chesebro,  A.  M.,  Principal  of  the  Grand 
Rapids  Union  School,  and  Assistant  Teachers. 

We,  the  subscribers,  teachers  of  Grand  Rapids,  Mich,,  having 
examined  Professor  Welch's  new  work,  entitled  the  "  English  Sen- 
tence," would  say  that  we  have  been  much  pleased  in  its  perusal, 
and  believe  that  the  author  has  earned  the  lasting  gratitude  of  the 
rising  generation  in  so  successfully  diverting  our  befogged  language 
from  the  clouds  and  mists  with  which  it  has  been  enveloped  by 
our  standard  grammarians.  We  cannot  but  wish  it  an  extensive 
introduction  into  all  our  schools. 

E.  W.  Chesebro,  Caroline  B.  Thompson, 

Wm.  Rice,  Phebe  S.  Thorne, 

M.  S.  Littlefield,  Catharine  McVeau. 


6 


Welch's  analysis. 


From  H.  Olcott,  Principal  Capitol  School,  Detroit,  Michigan. 

Detroit,  May  14,  1855. 

I  have  examined  a  copy  of  u  The  English  Sentence."  by  Profes- 
sor Welch,  of  the  Normal  School,  and  do  not  hesitate  to  pronounce 
it  a  superior  work.  The  definitions  are  clear  and  exact,  and  the 
analysis  philosophical.  Every  portion  of  the  work  affords  evi- 
dence of  laborious  research,  and  the  author's  thorough  practical 
knowledge  of  the  English  language.  1  think  the  work  justly 
merits  its  rapidly  increasing  popularity,  and  should  be  more  gen- 
erally found  with  teachers  and  advanced  classes. 

H.  Olcott. 

From  Professor  J.  C.  Cochran,  Principal  of  Clarkston  Academy, 
Clarkston,  Michigan. 

Clarkston,  February  1,  1855. 

B.  B.  Northrop,  Esq. 

Sir  : — I  have  just  finished  a  critical  examination  of  "  The 
English  Sentence, ;?  by  Professor  A.  S.  Welch,  of  the  State  Normal 
School,  and  must  say,  that  its  equal  I  have  never  seen.  Under 
the  skilful  hand  of  the  author,  the  science  of  grammar  has  been 
effectually  cleared  of  its  numerous  redundancies  and  useless  intri- 
cacies, while  the  student  is  led  by  a  plain  way  to  understand  the 
true  genius  of  our  language  with  a  clearness  of  apprehension 
hitherto  unparalleled  in  the  progress  of  science. 

The  work  cannot  fail  to  secure  the  favor  of  every  intelligent 
and  unprejudiced  teacher,  and  also  to  become  the  text-book  of 
grammar  in  the  advanced  classes  of  all  those  institutions  where 
the  development  of  mind  is  made  the  grand  object  and  end  of  all 
study.  J.  C.  Cochran. 


From  Professor  A.  M.  Keeler,  Principal  Disco  Academy,  Disco. 
Macomb  Co.,  Mich. 
Professor  Welch's  Analysis  is  a  happy  effort  in  the  direction  of 
practical  reform  ;  its  simplicity,  adaptation,  and  comprehensive- 
ness, promise  extensive  popularity,  and  make  it  indispensable  to 
teachers.  A.  M.  Keeler. 


Welch's  analysis. 


7 


From  the  Michigan  Christian  Herald.  Rev.  G.  W.  Harris,  Editor. 

Analysis  of  the  English  Sentence,  designed  for  the  advanced 
classes  in  English  Grammar.  By  A.  S.  Welch,  A.  M.,  Princi- 
pal of  Michigan  State  Normal  School.  New  York  :  A.  S. 
Barnes  &  Co. 

The  object  of  Professor  Welch  here  is  to  contribute  to  a  more 
philosophical  study  of  the  English  language.  He  has  not  only, 
professedly,  subjected  the  English  sentence  to  a  more  philosophical 
analysis,  but  made  the  analysis  a  more  important  agency  in  the 
process  of  mental  development.  It  also  introduces  important 
changes  in  the  classification  and  nomenclature  of  the  old  gram- 
mars. We  have  not  had  time  for  the  examination  we  should 
wish,  in  order  to  express  a  decided  opinion  of  its  merits ;  but  have 
indicated  its  existence,  and  something  of  its  character,  for  the  pur- 
pose of  calling  to  it  the  attention  of  teachers.  Professor  Welch  is 
known  as  one  of  the  most  capable  and  successful  instructors  in 
the  West ;  and  his  views  on  such  a  subject  will  at  least  commend 
themselves  to  the  careful  scrutiny  of  literary  men. 

From  Rev.  H.  H.  Northrop,  A.  M.,  Regent  of  the  University  of 
Michigan. 

Flint,  October  31,  1855. 

Prof.  A.  S.  Welch. 

Dear  Sir  : — Permit  me  to  express  my  high  opinion  of  your 
"  Analysis  of  the  English  Sentence,"  a  copy  of  whi  ch  was  received 
a  few  weeks  since.  I  deem  your  work  the  most  thorough,  logical 
and  complete  analysis  of  our  language  yet  published.  No  one 
can  carefully  examine  it  and  compare  it  with  the  most  popular 
grammars  twenty  years  ago,  without  being  satisfied  that  a  great 
advance  has  been  made  in  the  study  of  the  English  language. 

If  I  am  not  altogether  in  error,  your  Analysis  will  do  much  to 
aid  the  student  in  rapidly  attaining  a  thorough  acquaintance 
with  his  mother  tongue.  A  study,  the  dread  of  every  youth,  has 
been  made  both  intelligent  and  delightful.  I  trust  the  attention 
of  educators,  generally,  will  soon  be  turned  to  the  excellencies  of 
your  work.    Truly  yours,  &c. 

H.  H.  Northrop. 


8 


"WELCH  S  ANALYSIS. 


From  the  Detroit  Daily  Democrat. 

The  English  Sentence. — It  is  difficult  to  judge  of  the  intrin- 
sic and  practical  merits  of  a  grammatical  treatise,  from  a  mere 
cursory  examination,  such  only  as  we  have  been  able  to  give  the 
work  now  before  us  ;  but  knowing  as  we  do  the  eminent  success 
which  has  attended  the  instructions  of  the  author,  and  having  on 
one  or  two  occasions  witnessed  the  operation  of  the  system  here  so 
fully  explained  under  his  own  teaching,  we  do  not  hesitate  to  wel- 
come this  volume  as  a  most  valuable  aid.  both  to  teachers  and 
students  of  that  difficult  science. 

The  above  treatise,  as  stated  in  the  preface,  is  designed  to  fol- 
low Clark's  New  English  Grammar,  one  of  the  most  unexception- 
able now  in  use.  It  should  not  merely  follow,  but  go  with  it, 
especially  in  every  teacher's  hand  ;  as  a  more  full  and  thorough 
underseanding  of  the  philosophy  of  language,  and  of  the  method 
of  analysis,  are  absolute  necessities  to  instructors,  if  they  would 
create  in  the  minds  of  their  pupils  a  love  for  this  hitherto  unat- 
tractive study.  There  are  some,  even  among  experienced  teach- 
ers, who  doubt  that  grammar  ever  can  be  made  a  subject  of  inter- 
est to  the  young  ;  let  such  study  and  put  in  practice  the  analytic 
system,  and,  if  possible,  attend  at  least  one  session  of  the  State 
Teachers'  Institute,  or  put  themselves  for  one  term  under  the  tui- 
tion of  teachers  who  do  understand  and  practice  it ;  they  will  soon 
see  what  a  subject  of  absorbing  interest  even  grammar  may  be- 
come. 

This  breaking  in  of  the  old  nomenclature,  and  searching  out 
relations  understandingly,  instead  of  repeating  words  by  rote  and 
blindly  applying  incomprehensible  rules,  is  what  has  done  the 
work  wherever  it  has  been  done  :  and  the  sooner  both  teachers 
and  pupils  universally  lay  aside  the  letter  for  the  spirit  of  the 
text,  the  better.  Mr.  Welch's  treatise  on  the  Analysis  of  the  Eng- 
lish Sentence  will  go  far  to  aid  them  in  doing  this,  and  we  hearti- 
ly commend  it  to  the  careful  study  of  all  who  desire  to  gain  a 
more  intimate  knowledge  of  the  construction  of  the  English  lan- 
guage. 


Welch's  analysis. 


9 


From  the  Daily  Tribune. 

Analysis  of  the  English  Sentence— designe d  for  advanced 
classes  in  English  Grammar.  By  A.  S.  Welch,  A.M.,  Principal 
of  Michigan  State  Normal  School    New  York,  A.  S.  Barnes  $  Co. 

We  have  just  received  the  above  work  from  the  publishers.  We 
have  had  time  to  bestow  only  a  cursory  examination  upon  the 
work,  and  would  not  be  enabled  to  express  a  decided  opinion  as 
to  its  merits.  But  the  name  of  Prof.  Welch  is  a  sufficient  guaran- 
ty of  its  excellence  and  adaptation  to  the  existing  wants  of  sholars 
in  this  branch.  His  reputation  is  established  among  the  educators 
of  our  State,  as  one  of  the  foremost  among  their  number,  so  that 
we  may  with  confidence  recommend  any  work  that  comes  from 
his  pen. 

From  the  Genesee  Whig,  Flint.  Michigan. 
Analysis  of  the  English  Sentence,  by  A.  S.  Welch,  A.M., 
Principal  of  Michigan  State  Normal  School— This  is  an  advanced 
work,  designed  for  higher  classes  in  Academies  and  Normal 
Schools.  Prof.  Welch  has  brought  to  the  task  he  has  undertaken 
a  keen  and  cultivated  intellect,  large  experience,  and  a  full  sense 
of  the  importance  of  establishing  a  more  philosophical  system  for 
the  study  of  our  language.  That  his  work  will  be  successful,  we 
cannot  doubt.  Rev.  S.  Seager,  of  the  Genesee  Wesleyan  Semina- 
ry, N.  Y.,  says  of  it :  u  The  £  English  Sentence  '  is  now  before 
me,  and  I  am  highly  pleased  with  it,  and  shall  make  good  use  of 
it.    It  is  a  model  hook  of  its  kind,  and  will  be  popular." 

From  the  Detroit  Daily  Advertiser. 
The  English  Sentence  — %  A.  S.  Welch,  Principal  of  the 
Michigan  State  Normal  School  at  Ypsilanti.  Published  by  A.  8. 
Barnes     Co.,  New  York. 

The  name  of  this  book  gives  a  concise  statement  of  its  character. 
It  is  designed  to  follow  Clark's  Grammar,  in  order  that  the  student 
may  rid  himself  of  the  trammels  of  old  formulas,  and  learn  to 
think  for  himself  what  relations  different  words,  clauses,  and  sen- 
tences sustain  to  each  other.    Such  a  work  has  long  been  needed, 


10 


Welch's  analysis. 


and  we  are  happy  to  announce  it  from  the  hand  of  one  of  our  citi- 
zens. Mr.  Welch  has  attained  an  enviable  notoriety  as  a  teacher, 
and  knows  the  wants  of  the  students  so  well  that  with  but  slight 
examination  we  do  not  hesitate  to  recommend  his  book  to  all 
teachers  and  students. 


From  the  Detroit  Daily  Free  Press. 
The  English  Sentence.  By  A.  S.  Welch,  Principal  of  the 
Michigan  State  Normal  School. — We  have  received  from  the  Pub- 
lishers, A.  S.  Barnes  &  Co.,  this  treatise,  which  is  designed  as  a 
continuation  of  Clark's  New  Grammar.  It  has  received  the  sanc- 
tion of  numerous  State  Institutes,  and  has  been  subjected  to 
thorough  trial  as  a  text-book  in  the  advanced  classes  of  our  own 
Normal  School.  The  philosophy  of  language  has  been  but  recent- 
ly developed.  To  the  student  of  Murray  and  Kirkham,  no  latent 
meaning  was  couched  under  the  dry  formulas  and  rules  which 
they  mechanically  committed  to  memory.  The  more  enlightened 
grammarians  of  the  present  day  endeavor  to  render  the  systematic 
analysis  of  the  English  sentence  a  means  of  development.  This 
end  is  attained  by  a  more  simple  and  just  classification,  and  fre- 
quently by  a  more  rational  nomenclature.  We  are  confident  that 
this  work,  which  is  the  result  of  the  practical  experiments  of  an 
accomplished  philologist,  will  be  duly  appreciated  by  the  teachers 
in  our  common  schools,  and  seminaries. 


From  the  Kalamazoo  Telegraph,  Kalamazoo,  Michigan. 
The  English  Sentence.  —  This  is  the  title  of  a  work  just 
issued  from  the  house  of  A.  S.  Barnes  &  Co.,  New  York,  and 
written  by  A.  S.  Welch,  A.  M.,  Principal  of  the  Michigan  State 
Normal  School.  It  is  designed  to  carry  the  student  of  the  English 
language  from  his  elementary  work  up  to  the  philosophy — the  ra- 
tionale— of  the  science  ;  teach  him  strictly  to  analyze  the  struc- 
ture of  the  English  sentence,  and  once  putting  him  in  possession 
of  the  fundamental  principles  of  our  language,  he  can  trace  out 
for  himself  the  superstructure,  detect  innovations,  and  recognize 
every  modification  it  has  undergone  since  the  Conquest.  With 


WELCFl's  ANALYSIS. 


11 


this  book,  and  perhaps  as  a  suggestive  field  of  investigation,  "  Diver- 
sions of  Purley,"  the  student  can  soon  make  himself  master  of  this 
all-important  Science  and  Art. 

From  the  Michigan  Argus,  Ann  Arbor. 
The  English  Sentence.  —  We  have  received  a  copy  of  the 
above  work.  From  the  examination  which  we  have  given  it,  we 
do  not  hesitate  to  say  that  it  deserves,  and  we  doubt  not  will  com- 
mand the  attention  of  educators.  The  author,  Prof.  Welch,  Prin- 
cipal of  our  State  Normal  School,  has  long  been  known  not  only 
as  a  critical  student,  but  also  as  a  successful  teacher  of  the  philo- 
sophy of  the  English  language. 


From  the  New  York  Express. 
"  The  writer  of  the  book  before  us,  from  his  associations  as  a 
tutor  and  the  course  of  his  former  studies  in  the  attainment  of  his 
degrees,  is  presented  to  us  in  a  light  the  most  favorable  for  the 
emanation  of  a  work  on  grammatical  structure  and  analysis  ;  add 
to  which  the  consultation  of  and  access  to  the  best  writers  on  the 
subject  undertaken,  and  we  may,  with  propriety,  look  for  a  useful 
and  perfect  work.  We  have  attentively  perused  the  volume,  and 
were  much  pleased  at  the  simplicity  of  style  with  which  the 
various  truths  are  set  forth,  in  place  of  the  antiquated  nomencla- 
ture and  numberless  rules  which  in  former  times  were  found  so 
difficult  to  surmount  in  the  study  of  the  written  and  spoken  lan- 
guage of  our  country.  Old  formulas  are  totally  banished,  while 
the  philosophy  of  language  has  been  exemplified." 


From  Rev.  S.  Seager,  Principal  of  Genesee  Wesleyan  Seminary,  N.Y. 

a  Welch's  English  Sentence  I  am  highly  pleased  with,  and  shall 
make  good  use  of  it,  It  is  a  model  look  of  its  kind,  and  will  bo 
popular." 


RECOMMENDATIONS. 


KAMES'S  ELEMENTS  OF  CRITICISM. ; 

REVISED,  WITH  OMISSIONS.  ADDITIONS,  AND  A  NEW  ANALYSIS, 
BY  PROFESSOR  J.  R.  BOYD. 

Designed  for  Academies,  Colleges,  and  Private  Reading. 
The  above  work  is  not  an  abridgment  of  Karnes,  but  embraces 
the  entire  work,  with  the  exception  only  of  those  portions  which 
every  instructor  and  intelligent  reader  must  regard  as  blemishes 
or  consider  useless,  while  large  additions  have  been  made,  from 
recent  and  valuable  sources,  to  render  more  complete  and  satis- 
factory the  incomparable  treatise  (as  here  presented)  of  this  highly 
talented  and  justly  distinguished  author. 


From  Dr.  Nott,  President  of  Union  College.  N.  Y. 

Having  recently  seen  a  volume  of  "  Karnes's  Elements  of  Criti- 
cism," revised,  with  omissions  and  additions,  and  a  new  analysis, 
it  gives  me  pleasure  to  add  my  testimony  to  the  merits  of  the  vo- 
lume. Though  not  agreeing  with  Karnes  in  all  the  principles  he 
assumes,  or  in  all  the  arguments  he  adduces,  his  Elements  are,  as 
a  whole,  too  well  known,  and  too  highly  esteemed  to  need  my 
commendation.  The  most  valuable  parts  of  these  Elements  have 
been  preserved,  and  the  arrangement  greatly  improved  in  this 
single  volume  of  Mr.  Boyd's.  Much  of  what  has  been  omitted 
could  be  spared  without  material  injury,  and  much  of  what  has 
been  added  is  very  valuable. 

On  the  whole,  I  can  cheerfully  commend  this  volume  to  the 
public,  and  hope  that  the  Editor  may  receive  a  deserved  and 
liberal  requital  for  his  labors. 

(Signed)  Eliph't  Nott. 

Union  College,  June,  1855. 


From  the  New  York  Evangelist. 
Kames's  Elements.— Prof.  Boyd,  well  known  by  his  annotated 
editions  of  the  standard  poets,  has  prepared  an  edition  of  this  ad- 
mirable treatise  on  criticism,  for  the  use  of  schools.    The  peculi- 
arities of  this  edition  are,  that  some  of  the  long  and  irrelevant  ex- 


RECOMMENDATIONS. 


13 


tracts,  particularly  those  in  foreign  tongues,  have  been  omitted, 
and  the  space  supplied  by  quotations  from  other  critical  and  rhe- 
torical writers,  bearing  upon  the  discussed  topics.  The  appendix, 
also,  of  the  old  work,  has  been  brought  forward  and  placed,  as  it 
should  be,  with  the  introductory  matter.  Other  corrections  are 
made,  which  adapt  the  work  for  present  use,  and  clip  off  its  ex- 
crescences. We  have  always  placed  a  high  estimate  upon  this 
work.  It  is  more  complete,  philosophical  and  useful  than  any 
similar  treatise  in  the  language  ;  and  though  somewhat  verbose 
and  grandiose,  it  is  still  worthy  of  a  place  in  the  school-room. 
Teachers  who  appreciate  its  worth  will  thank  Prof.  Boyd  for  the 
decided  improvements  he  has  made  in  it.    (A.  S.  Barnes  k  Co.) 


From  the  Commercial  Review. 

This  is  one  of  the  few  educational  works  that  have  come  down 
to  us  from  the  middle  of  the  last  century,  still  holding  a  high  rank 
even  amid  the  daring  innovations  of  American  progressiveness  on 
the  routine  of  college  studies.  The  titled  author  of  George  the 
Third's  reign  is  still  engaged  in  refining  the  taste  of  our  youth  in 
respect  to  the  beauties  of  art  and  of  nature.  The  "  Elements  " 
possess  so  much  of  intrinsic  merit  that  we  are  glad  to  see  them 
better  fitted  for  a  class-book  by  the  hand  of  the  able  editor  of  this 
edition.  Some  of  the  quotations,  which  a  higher  state  of  refine- 
ment has  made  objectionable,  have  been  omitted,  and  a  decided 
improvement  will  be  observed  in  the  arrangement,  while  a  large 
amount  of  valuable  matter  has  been  introduced,  carefully  selected 
from  modern  authors  on  subjects  treated  more  accurately  and 
philosophically  than  was  possible  in  Lord  Karnes's  day.  . 

The  merits  of  this  edition  will  do  much  to  extend  the  useful- 
ness  of  a  valuable  book,  very  extensively  studied  now,  but  de- 
serving a  still  wider  range. 


14 


RECOMMENDATIONS. 


CLARK'S  GRAMMATICAL  WORKS, 

Clark's  First  Lessons  in  English  Grammar  in  press. 

Clark's  Analysis  of  the  English  Language  SO  37-1 

Clark's  New  English  Grammar   0  56 

Clark's  Etymological  Chart   2  00 

CLARK'S  ANALYSIS  OF  THE  ENGLISH  LANGUAGE. 

"VTITH  A   COMPLETE   CLASSIFICATION  OF 

Sentences  and  Phrases,  according  to  their  Grammatical  Structure. 

In  this  work  the  Author  designs  to  show  what  the  Language  is ; 
to  investigate  the  theory  of  "  Sentence  making  to  determine  what 
are  elements  in  a  sentence,  and  what  are  not ;  to  distinguish  proxi- 
mate from  ultimate  elements  :  to  classify  sentences  according  to 
their  forms,  kc. 

From  W.  H.  Depuy.  Genesee  Wesleyan  Seminary.  JST.  Y. 
"We  are  using  •'  Clark's  Analysis'  to  the  great  interest  and  ad- 
vantage of  our  classes.    Several  members  of  the  Teachers'  Depart- 
ment have  introduced  it  as  a  text-book  in  their  winter  schools,  and 
without  exception  give  it  their  hearty  approval.*' 

From  J.  C.  Donaldson.  Westfield  Academy.  N.  Y. 
11  Clark's  Analysis  has  proved  itself  to  be  all  it  claims — a 
thorough  and  complete  analysis  of  the  English  sentence." 

CLARK'S  ENGLISH  GRAMMAR, 

REVISED   AND   ENLARGED  EDITION, 

Is  one  of  the  best  works  of  the  kind  ever  brought  before  the  public. 
It  needs  only  a  careful  examination  by  Teachers  and  those  inter- 
ested in  educational  matters,  to  secure  its  general  introduction 
into  our  schools.  It  is  the  text-book  recommended  by  the  State 
Superintendents  of  Michigan,  Illinois  and  Missouri.  Those  who 
have  used  the  former  editions  of  this  work  should  take  the  earliest 
opportunity  to  examine  the  revised  edition. 


RECOMMENDATIONS. 


15 


Science  of  the  English  Language,  by  S.  W.  Clark,  Principal 
of  Homer  Academy. 

We  cannot  better  set  forth  the  merits  of  this  work  than  by 
quoting  a  part  of  a  communication  from  Professor  F.  S.  Jewell, 
of  the  New  York  State  Normal  School,  in  which  school  this 
Grammar  is  now  used  as  the  text-book  on  this  subject : 

"  Clark's  system  of  Grammar  is  worthy  of  the  marked  attention 
of  the  friends  of  education.  Its  points  of  excellence  are  of  the 
most  decided  character,  and  will  not  soon  be  surpassed.  Among 
them  are  :  e 

"  1st.  The  justness  of  its  ground  principle  of  classification. 
There  is  no  simple,  philosophical,  and  practical  classification  of 
the  elements  of  language,  other  than  that  built  on  their  use  or 
office.  Our  tendencies  hitherto  to  follow  the  analogies  of  the  clas- 
sical languages,  and  classify  extensively  according  to  forms,  have 
been  mischievous  and  absurd.    It  is  time  we  corrected  them. 

"  2d.  Its  thorough  and  yet  simple  and  transparent  analysis  of 
the  elements  of  the  language  according  to  its  ground  principle. 
Without  such  an  analysis  no  broad  and  comprehensive  view  of  the 
structure  and  power  of  the  language  can  be  attained.  The  absence 
of  this  analysis  has  hitherto  precipitated  the  study  of  Grammar 
upon  a  surface  of  dry  details  and  bare  authorities,  and  useless 
technicalities. 

"  3d.  Its  happy  method  of  illustrating  the  relations  of  elements 
by  diagrams.  These,  however  uncouth  they  may  appear  to  the 
novice,  are  really  simple  and  philosophical.  Of  their  utility  there 
can  be  no  question.  It  is  supported  by  the  usage  of  other  sciences, 
and  has  been  demonstrated  by  experience  in  this. 

£<  4th.  The  tendency  of  the  system,  when  rightly  taught  and 
faithfully  carried  out,  to  cultivate  habits  of  nice  discrimination 
and  close  reasoning,  together  with  skill  in  illustrating  truth.  In 
this  it  is  not  excelled  by  any,  unless  it  be  the  mathematical  sci- 
ences, and  even  there  it  has  this  advantage,  that  it  deals  with 
elements  more  within  the  present  grasp  of  the  intellect.  On  this 
point  I  speak  advisedly. 

a  5th.  The  system  is  thoroughly  progressive  and  practical,  and 


16 


RECOMMENDATIONS. 


as  such  American  in  its  character.  It  does  not  adhere  to  old  usages, 
merely  because  they  are  venerably  musty  ;  and  yet  it  does  not 
discard  things  merely  because  they  are  old.  or  are  in  unimportant 
minutiee  not  prudishly  perfect.  It  does  not  overlook  details  and 
technicalities,  nor  does  it  allow  them  to  interfere  with  plain  phi- 
losophy or  practical  utility. 

Let  any  clear-headed,  independent-minded  teacher  master  the 
system,  and  then  give  it  a  fair  trial,  and  there  will  be  no  doubt  as 
to  his  testimony. ;* 

Of  the  revised  edition.  Professor  Jewell  remarks  : 

New  York  State  Normal  School.  ) 
Alb  ant,  May  9.  1855.  ) 
11  T  have  carefully  examined  the  revised  edition  of  Clark's  Gram- 
mar.   No  comparison  can  be  instituted  between  it  and  the  pre- 
ceding one.    It  is  infinitely  superior  in  every  respect.    I  have  no 
hesitation  in  recommending  it.'3 


CLARK'S  ETYMOLOGICAL  CHART. 

It  is  44  inches  in  diameter,  mounted,  and  can  be  suspended  to 
the  wail,  around  which  the  reciting  class  may  be  gathered,  each 
pupil  having  his  attention  directed  to  the  same  thing  at  the  same 
time.  This  Chart  presents  at  one  view  the  entire  Etymology  of 
the  English  Language.  It  is  useful  in  reviews  and  Etymological 
parsing. 

A  host  of  teachers  have  expressed  their  preference  for  Clark's 
system  of  English  Grammar,  and  his  method  of  teaching  this  im- 
portant branch  of  study  by  the  use  of  diagrams 

BROOKFIELD'S  FIRST  BOOK  IN  COMPOSITION, 

OX  AX   EXTIRE   XEW  PLAX. 

This  little  work  is  an  attempt  to  furnish  a  text-book  in  this  de- 
partment, adapted  to  the  wants  of  beginners.  Subjects  have  been 
selected  upon  which  the  thoughts  of  all  children  exercise  them- 
selves spontaneously  :  and  an  outline  of  each  siven  in  the  form  of 


RECOMMENDATIONS. 


17 


a  series  of  questions.  This  form  has  been  chosen  upon  the  prin- 
ciple that,  in  answering  a  question,  the  mind  is  forced  to  take  an 
attitude  of  the  highest  activity.  It  also  possesses  the  advantage 
of  leading  the  child  to  express  his  thoughts  in  writing  in  the  same 
manner  as  in  conversation.  It  is  hoped  that  the  above  work  may 
save  many  hours  of  fruitless  effort  to  the  child,  and  that  what  is 
generally  considered  an  unpleasant  task,  may  be  rendered  a 
pleasing  and  profitable  exercise. 


From  the  Boston  Traveller. 
First  Book  in  Composition. — We  like  the  idea  on  which  this 
little  book  is  founded,  and  that  the  very  simplest  lessons  only  in 
the  construction  of  sentences  should  at  first  be  presented  to  a  pupil 
in  commencing  his  studies  of  composition.  The  old  method  of 
laying  before  school-boys  essays  and  argumentative  discourses 
fit  only  for  the  maturest  reason,  reverses  the  natural  order  of 
things  :  and  thus  what  might  at  all  times  be  a  delightful  and  pro- 
fitable study  for  youth  is  rendered  distasteful.  The  evil  arises 
from  ignoring  the  great  truth  that  style  should  rather  be  cultivated 
than  inculcated — and  that  it  is  something  which  should  "  grow 
with  the  growth  and  strengthen  with  the  strength,"  as  one  after 
another  the  faculties  become  developed  and  duly  balanced. 


From  the  New  York  Times. 
This  little  book  ought  to  be  in  every  School  of  the  city.  No 
more  original,  simple,  and  yet  philosophical  school-book  for  chil- 
dren has  appeared  for  years.  In  the  most  childlike  mode,  it 
teaches  the  principles  which  really  should  govern  all  style  :  first 
to  lead  the  mind  to  observe,  and  then  to  give  its  own  names  to  its 
own  objects  of  thought.  Not,  for  instance,  to  call  a  brook 
"  purling,"  or  the  grass  "vernal,"  or  a  flower  "lovely,"  merely 
because  the  books  do,  but  to  give  each  the  name  which  the  child 
would  naturally  fix  upon  it ;  going  on  the  principle  "  that  style  is 
something  which  must  grow  with  the  growth,  and  strengthen  with 
the  strength" — a  natural  out-growth  of  the  mind.  The  plan  in 
this  treatise,  is  first  to  present  simple  subjects,  in  which  all  chil- 


18 


RECOMMENDATIONS. 


dren  are  interested,  then  on  each  one  to  call  out  their  thoughts  by 
questions.  These  subjects  are  generally  connected  with  natural 
scenes,  as  one  of  the  author's  objects  is  c:  to  lead  the  child  to  look 
upon  Nature  with  something  of  an  artist:s  eye."  The  whole  is 
exceedingly  ingeniously  and  interestingly  done  :  and  the  purpose 
of  the  book  cannot  be  better  stated  Jh an  in  the  author's  own  words. 
"  to  lead  the  child  to  Nature,  as  to  an  ever-living  source  of 
Thought :  to  awaken  and  cultivate  his  Perceptions  j  to  teach  him 
to  express  those  perceptions,  not  in  the  style  of  a  Scott  or  an 
Irving,  but  in  his  own  simple  and  often  beautiful  language.'*' 

From  the  New  York  Independent. 
It  cultivates  his  observing  faculties,  and  leads  them  up  step  by 
step  from  the  simplest  objects  which  the  child  deals  with,  to  the 
more  fine  and  beautiful  features  of  nature.  The  writer's  object  is 
to  lead  the  child,  so  far  as  he  is  capable.  u  to  look  upon  the  varied 
scenes  of  nature  with  something  of  an  artist's  eye."  We  believe 
such  a  system  is  equally  adapted  to  all  ages.  To  make  people 
put  their  own  words  to  their  own  definite  thoughts,  that  is  the  secret 
of  it ;  and  in  this  book,  to  set  the  child  thinking  first,  by  making 
him  observe. 


From  P.  Rouget,  Principal  of  Public  School  No.  10. 

Brooklyn,  Oct.  2c?,  1855. 
The  author  evidently  understands  the  difficulties  under  which 
the  tyro  in  composition  labors :  and  by  a  judicious  selection  of 
subjects,  and  a  happy  treatment  of  these  subjects  by  means  of  a 
few  leading  questions,  draws  forth  the  youthful  mind,  and  teaches 
it  to  think  methodically  and  arrange  the  expression  of  its  thoughts. 
He  does  not  write  out  a  subject,  and  omit  here  and  there  a  few 
words  which  the  scholar  is  to  supply  :  nor  does  he  merely  state 
the  subject  and  leave  the  pupil  to  compose  thereon  ;  but  adopts 
the  true  course  which  lies  between  the  two.  This  little  manual 
must  prove  very  useful  in  this  important  branch  of  education, 
and  I  hope  it  will  soon  be  adopted  by  the  Brooklyn  Board  of  Edu- 
cation. I  cannot  speak  too  highly  of  its  merits  and  its  adaptation 
to  the  wants  of  our  schools. 


